Childminder in East Sussex

Inspection report for early years provision

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Unique reference number EY426600 Inspection date 22/09/2011 Inspector Sue Taylor

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2011. She lives with her mother, who is a registered childminder, and her father in a ground floor flat in Eastbourne, close to shops, parks, schools and the beach. The majority of the flat is used for childminding. There is a fully enclosed garden for outside play. There are steps into the flat and down to the outdoor area. The childminder has five cats.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. When working with another childminder or assistant she is registered to care for a maximum of nine children under eight years at any one time, of whom no more than six may be in the early years age range. The childminder currently supports children with disabilities and children who speak English as an additional language. The childminder collects children from the local school and attends toddler groups on a regular basis. She obtained a National Vocational qualification at level 3 in Early Years and Education in 2005.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder is very conscious of her strengths and areas to develop. She recognises a need to strengthen the self-evaluation of her practices to support improved outcomes for children such as monitoring children's progress. She is motivated to develop her practices and has a satisfactory capacity for continuous improvement. Relationships with parents and others are positive, although less effective with partnerships when working to support children's ongoing learning needs. All children are welcomed and valued for who they are, with their individual care needs met well.

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further?

To further improve the early years provision the registered person should:

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further?

 develop the use of reflective practice and self-evaluation to identify strengths and priorities for development such as training, that will continuously improve the quality of the provision for all children  improve the identification of children's next steps and the monitoring of progress from their starting point  strengthen partnerships with parents, and other Early Years Foundation Stage providers where relevant, to help ensure children's progression and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 continuity of learning and care

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the early years provision

The childminder's home is safe and secure with potential hazards minimised, such as a safety gate at the entrance to the kitchen. Safety precautions are taken in the garden, for example with the use of a sturdy cover on the pond and clear procedures being followed for the use of the trampoline. The childminder has a sound knowledge of how to safeguard children, confidently knowing what action she needs to take in the event of a child protection issue. All of the legally required documentation is in place.

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the early years provision

The childminder recognises her self-evaluation needs to improve in order to focus on identified priorities to develop the quality of outcomes for children. The childminder has a general overview of how well children are progressing in their learning, based on her knowledge of children's development and from the observations she makes and notes as they play. However, there is no effective process of monitoring children's progress across the areas of learning from their starting points. As a result, it is not easy to identify and narrow any achievement gaps in learning. Children are valued as individuals, with their home routines followed where necessary. The childminder works confidently alongside her co- childminder and they communicate well, helping to ensure children's needs are met.

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the early years provision

There is a very good range of resources that children make easy choices from, whether using the playroom or the large hallway. There are some resources made from natural materials and good use is made of recyclable items for a shopping game. The resources support children's ongoing learning and offer some challenges. Children participate willingly in adult planned activities and particularly enjoy playing in the garden. They also benefit from the various outings throughout the week, such as trips to the library, toddler groups or the beach. However, as the identification of children's next steps is not well established, the benefit of the good experiences and play opportunities is less clear. The use of toys and books that reflect positive images of others helps children gain an understanding of the wider world. Children's own backgrounds and home languages are acknowledged and valued, although there is less reflection of these specifically in resources or

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the early years provision

Communication with other providers delivering the Early Years Foundation Stage or external agencies for particular children are not yet well established as children are settling in. The childminder is aware of how this benefits children's care and continuity of learning. There are positive relationships with parents, who are happy with the care provided. Verbal communication with parents informs them of their child's day, alongside some written detail and examples of children's work. The information is less effective as there are limited links made to the Early Years Foundation Stage. As a result, parents are not fully aware of how well their child is progressing towards the early learning goals and are not actively involved in their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 child's ongoing learning.

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and outcomes for children

Children settle well and enjoy being able to make easy choices from the wide range of resources. They particularly benefit from the inclusion of natural and real life items in their play. For example, they use real coins and food packages as they play shops. The childminder supports children's growing numeracy skills as they play. Children enjoy shaking a range of home-made shakers that make different sounds. They also have different things mixed with water making them interesting to watch. Children do not have free flow to the garden but go out regularly. There is a play house in the garden, and a good range of resources for supporting children's physical play and development. A wonderful space for a hideout encourages imaginative play where children can hide, make a den and have picnics.

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and outcomes for children

The use of electronic toys helps children gain an awareness of information technology. Children are positively engaged in their play and adult led activities, showing interest and asking questions. However, the processes in place to log and support a child's progress are less effective. A child's starting point is not well identified so it is difficult to see how well children are progressing. There are some identified next steps but at times these are more an extension of a popular activity than having clear links to a child's development. Overall, children generally secure the skills they require in order to develop skills for their future learning.

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and outcomes for children

Children enjoy opportunities to engage in physical activities, both indoors and out. They have access to drinks when they need them and have nutritious snacks. Children can use the toilet when they need, and know they need a tissue for runny noses or sneezes. As a result, they are beginning to show an understanding about healthy lifestyles. The garden offers good opportunities for children to show they are developing a sense of how to stay safe. For example, they follow clear instructions on how to use the trampoline or avoid younger children as they engage in energetic play. They practise fire drills and road safety. Children display a strong sense of belonging and security. They show they are confident and developing good levels of self-esteem. There are strong relationships with both childminders and others. Children play well on their own but equally enjoy the adult led activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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