Childminder in East Sussex

Inspection report for early years provision

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Unique reference number 957273 Inspection date 13/12/2011 Inspector Claire Parnell

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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 2001. She lives with her husband and two children in Crowborough, East Sussex. The ground floor is used for childminding and there is a room on the first floor for minded children needing to sleep. Only the patio part of the garden is used by minded children. The family has numerous animals. The childminder is registered to care for a maximum of six children at any one time. She is currently minding two children in the early years age group, all on a part- time basis. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She attends local toddler and childminding groups and regularly visits local parks. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder well understands and meets each child's unique welfare and learning needs. Children play in a safe, secure and stimulating environment, where they access a wealth of play and learning experiences. The childminder's capacity for maintaining ongoing improvements is good as she is clear about the strengths of her provision and effectively identifies areas for improvement. Some minor aspects of the evaluation system and children's development record systems require further development. The childminder engages with parents extremely well, making them feel valued and involved in decision making, regarding ongoing care and most aspects of children's learning. The childminder has a positive attitude towards consistent approaches when liaising with other settings and professionals.

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further?

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

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further?

 extend systems for ongoing, observational assessment, including using information about children's learning at home and links to stages of development, to inform planning for each child's continuing development  further develop reflective practice and self-evaluation to show how the action taken impacts on children's achievement.

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the early years provision

Children are very effectively safeguarded through precise procedures that promote their welfare and safety at all times. The childminder has updated her knowledge of child protection through recent training and has identified this as an area to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 continually develop. She keeps important information to hand to refer to in the event of any concerns. The childminder subtly and effectively supervises the children in her care at all times. She uses a back-up childminder in the event of emergencies and to share the care of one child. Therefore, only vetted persons have unsupervised access to children. Very thorough risk assessments are made of the home, outings and use of the car and action is immediately taken to minimise hazards to children. Daily visual checks are carried out and clear explanations to children help to promote their safety further. All statutory documentation is

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the early years provision

comprehensively completed to enhance the safeguarding of children.

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the early years provision

The childminder has a proactive attitude towards improving her service wherever possible. She addressed previous recommendations well and continually monitors and evaluates her service. Parents and children are actively engaged in informing the childminder of positive aspects of her service and any changes to meet their requirements. However, the self-evaluations system does not show the effectiveness of changes made to the service on the care and learning for children. Children access a wealth of resources, activities and equipment. These are all stored in accessible areas, promoting children's independence and confidence to make choices. The childminder is very resourceful, using local amenities to enhance children's social interactions. She effectively extends children's learning experiences by attending childminding groups, library story sessions and using large, open air spaces. The childminder actively implements new strategies and

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the early years provision

practices gained from other professionals and training to improve outcomes for children.

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the early years provision

Equality and diversity is promoted well. The childminder knows parents and extended families well and uses information to provide for the individual needs of each child. Children's individuality is celebrated through accepting their characters and personalities, while relating to their preferences and interests. The childminder's very good range of resources shows positive images to children and she offers effective explanations to support their understanding of diversity in society. The childminder has a positive attitude towards working in partnership with other settings and professionals. She liaises closely with a childminder to promote consistent approaches to welfare and learning. Good communication system between herself, the other childminder and parents promote continuity.

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the early years provision

The childminder engages with parents and their extended families extremely well. Parents feel highly valued and their views on their children's care and learning are respected by the childminder. They access a concise range of pictorial, written and verbal details regarding their child's day. These include up-to-date policies to reflect the professional aspects of the childminder's service. The childminder fully uses family information to help children feel settled and confident, talking about their grandparents and their home lives. Families are encouraged to provide some information about children's achievements at home to inform the planning. Parents receive a comprehensive, daily diary that includes photographs of children's activities and friends made at local clubs and groups. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder supports children's learning well. For example, she effectively uses questions to engage them in topical conversations and extend their thinking that leads to children's further questions and inquisitiveness. The learning environment is rich in toys, resources and experiences. Young children are well supported by the childminder through her close interactions and encouragement to them to lead the play. All children are included in play, with additional resources added to their experiences to enhance their learning, and through the knowledge of the children's home lives and particular interests. For example, the childminder introduces animals to a young child's play and discusses the animals on her small holding. Children's communication, language, curiosity and interest are well developed through engaging them in activities that reflect their home lives. For example, the childminder introduces aeroplanes into the play and engages a young child in

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and outcomes for children

conversation about his frequent travelling to Italy. Children's imaginations are sparked through these conversations and in their choices of other toys that interest them. They take responsibility for the toys already out and take an active part, most of the time, in tidying up before participating in other play.

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and outcomes for children

Children are profoundly interested in technology, learning to operate remote cars and quickly responding to instructions for backward and forward movements. They respond well to requests to make Christmas cards for their grandparents and take pride in their finished products. They concentrate to thread festive-coloured laces, and discuss colour, texture, shape and celebrations. Throughout all such activities, children make good progress and well acquire the necessary skills for their future development. The childminder knows each child well to plan flexibly for their, individual, ongoing development. Written observations and photographs show how they have achieved, although the system to track children's development towards the early learning goals is not fully developed. Children demonstrate a very strong sense of belonging, entering the childminder's home confidently and introducing themselves to visitors. They interact comfortably with each other, whom they have

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and outcomes for children

known for a long time. Children develop an excellent sense of safety. The childminder gives clear and highly effective explanations about road safety, car safety and using stairs and equipment carefully and safely in the home.

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and outcomes for children

Children's understanding of healthy lifestyles is exceptionally well promoted from a young age. The childminder is a very positive role model, encouraging independence and talking children through personal hygiene procedure with very clear and understandable explanations. Children freely access fresh drinks in identifiable cups so that they are never thirsty. They help to prepare the snacks making healthy choices from a wide range of fruit and vegetables, as well as occasional treats. Children are very well behaved within close relationships with each other and the childminder, who is an excellent role model. They are fully aware of expectations and boundaries, gain a sense of responsibility and explain where they are allowed to go and why. Through continuous praise and encouragement, children play cooperatively by negotiating and taking turns, therefore developing exceptional social skills, confidence and self-esteem.

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and outcomes for children

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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 2

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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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