Childminder in West Sussex

Inspection report for early years provision

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Unique reference number EY432525 Inspection date 16/01/2012 Inspector Jill Steer

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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 children aged six and eight years in Worthing, close to shops, parks, schools and public transport links. The whole of the childminder's home is used for childminding, with the exception of the bedrooms. She has two pet cats.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school and attends several local groups on a regular basis.

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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

Good relationships are quickly developed with parents and other settings to support each child and their development. The childminder's experience in childcare enables her to care for and effectively plan interesting activities for most areas of the children's learning. Her previous experience mostly demonstrates a positive attitude to continually providing good quality care for children and the capacity for sustained continuous development.

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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 that will continuously improve the quality of the provision for all children  help children to see the ways in which cultures and beliefs are similar, encouraging them to contribute to everyone's knowledge and understanding by sharing and discussing practices, resources, celebrations and experiences

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the early years provision

The childminder is experienced in caring for children and meeting their needs, including keeping them safe. She knows the signs to look for which indicate a child may be at risk of harm and has a clear procedure in place to manage her concerns to safeguard the children. Risk assessments are conducted of all areas the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 access for play, including the house, garden and venues they visit. These are clearly recorded and updated each term to ensure any hazards are identified and reduced so children continue to play in safe surroundings. The childminder has a good understanding of how children learn and provides a stimulating environment where they can play and learn safely. She refers to the Early Years Foundation Stage guidance to monitor the children's development and to plan for the next steps. The childminder ensures she is fully aware of each child's needs and works

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the early years provision

with parents and others to provide any additional support children may need. The childminder helps children learn to value different aspects of their own and other people's lives, treating everyone as an individual, through her positive attitude to promoting equality and diversity. The childminder has established good relationships with parents, sharing information about their children from the moment she cares for them so she understands their routines and needs. The learning journals for each child are routinely sent home for the parents to read and comment on so they are involved in what the children are doing. Good relationships have already been established with other settings children attend so their developmental progress can be compared across the settings. However, the childminder has not yet begun to reflect on her own practice as a childminder to assess her strengths and identify any areas for improvement. Resources are plentiful, of good quality and well

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the early years provision

maintained, with additional equipment on loan from toy libraries to enhance what is already available.

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and outcomes for children

Children settle well into the childminder's home and have developed friendly relationships with her as she closely supervises and contributes to their play. Activities are enjoyed by the children as they are planned around their own interests so they are motivated to learn. For example, having taken family pets to the vet, they act out the scene by tending to toy cats and dogs, checking they are well using the stethoscope. They put the pets in suitable carriers, make sure they have their food bowls and clean them with shampoo. The childminder joins in with the game by asking suitable questions to further challenge and engage the children. Children's achievements and milestones are observed and recorded in individual journals and the next steps in their development are planned for each of the six areas of learning. Many samples of their creative work and photos of the children at play are included to fully evidence the progress they make from their

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and outcomes for children

individual starting points. Some time each day is spent on outings, such as attending local groups where they meet other children and they are becoming sociable young people. Resources are arranged each day at floor level according to the interests of the children attending and so they have freedom of choice and independence. They have access to programmable toys and the computer which introduces them to modern technology and develops their skills for the future. A good range of resources are available which provide interesting play opportunities in all areas of learning and many reflect the different people in today's society. However, the childminder does not combine the use of these resources with activities or discussions to raise children's awareness and understanding of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 diversity and equality. Daily outings enable children to be active and benefit from the fresh air as they go

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and outcomes for children

to the beach or park or play in the childminders garden. Healthy eating is promoted with lunchboxes provided by parents, all of which helps children to enjoy a healthy lifestyle from an early age. They talk about how exercise makes them thirsty which reminds them to drink and they learn about the effects of being active. Guidance from the childminder as they play helps them learn about safety for themselves and each other. The childminder lets children take some risks under supervision, such as climbing the slide steps with her behind them so they gradually learn what they can manage and they practice crossing roads safely when they are out walking. Children behave well as they are well occupied and the childminder has house rules to help them learn about boundaries. For example, they know they should look after the toys and furniture. Children develop good personal hygiene skills as they are encouraged to wash their hands after using the

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and outcomes for children

toilet and before eating. 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 2 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 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 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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