Childminder in West Sussex

Inspection report for early years provision

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Unique reference number EY434359 Inspection date 14/03/2012 Inspector Ann Moss

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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 husband, two adult children and a child aged 11 years in Crawley, West Sussex. She lives close to shops, parks, schools and public transport links. The ground floor of the childminder's home is used for childminding, with facilities for toileting and sleeping within this area. There is an enclosed garden available for outdoor play. The family has goldfish as pets.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time; of these, no more than three may be in the early years age range. She is currently caring for three children in this age group. She also offers care to children aged over five years to eight years. The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register. The childminder is accredited and provides free early education for three- and four-year-old children.

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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 works in partnership with parents and others successfully to effectively meet children's needs. As a result, children are well integrated and make good progress in their welfare, learning and development. Observations are, overall, effectively used to set well-defined targets in most areas. The childminder reflects well on her practice. She attends training in order to improve outcomes for children. This demonstrates a commitment to maintaining good continuous improvement.

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further?

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

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further?

 use assessment to give a summary of a child's achievements at a particular point in time so that their progress can be clearly tracked against the early learning goals, with particular regards to communication, language and literacy.

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the early years provision

Children's safety is given a strong priority in this setting. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 underpins her practice by maintaining an up-to-date knowledge of safeguarding procedures and ensuring transparency of all policies and procedures. Children play safely indoors and outdoors because the childminder carries out rigorous risk assessments and daily checks to promote their safety. She implements effective measures throughout the home to protect children from potential hazards. For example, appropriate fire safety equipment is in place. The childminder carries out fire drills with children so they are familiar with the procedure. Children learn to keep themselves safe from harm through meaningful activities and clear explanation. For example, when out walking, the childminder talks about why they need to hold onto the buggy. As an extra safety measure the childminder carries

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the early years provision

children's contact details. High visibility bibs are worn by children with the childminder's mobile phone number inside for outings with large crowds. All required documentation is in place, clearly recorded and shared with parents.

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the early years provision

An interesting, well-equipped and welcoming environment successfully reflects children's backgrounds. The childminder documents information about children, their needs, likes and dislikes and family backgrounds. She uses this information as part of the settling-in process to help ensure that all children are well integrated. She extends the information to include details of starting points in children's development to help maximise tracking of children's progress and initial planning. The childminder enhances children's records with photographs of children enjoying and achieving. She makes pertinent observations with well defined targets for next steps in children's development, although assessment for children's communication, language and literacy is less robust. This impacts on her ability to monitor children's ongoing progress in this particular area. Children have access to a wide variety of good quality toys, resources and play materials. These are stored

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the early years provision

low down, easily accessible, and used effectively to support children's learning and development. For example, a child who enjoys mark making is allowed free access to liquid paints, brushes and paper, promoting her enjoyment and learning experience. Children learn about similarities and differences within our society through the toys and resources, which reflective positive images, and meaningful age appropriate discussions. The experiences on offer are equally available to all children. Children begin to learn about the importance of sustainability as they visit the local book and toy library.

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the early years provision

Partnership with parents is highly positive and relationships are good. Parents' comments include, 'We are absolutely delighted with the level of care you provide. You are kind warm and caring, and offer so many different experiences.' Parents receive copies of the setting's policies and procedures. This documentation helps to ensure that they are well informed about the service offered. The childminder builds a good relationship with parents through her friendly approach and good quality verbal feedback. This is supported by a written diary that contains details about children's daily events, such as food eaten and activities participated in. Parents are also encouraged to contribute their own information on their child's learning. The childminder links in with other practitioners delivering the Early Years Foundation Stage to share learning journals and agree the way forward and next steps. This keeps the childminder, parents and others well informed of children's

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the early years provision

learning experiences and changing needs, which helps to ensure cohesion and progression. The childminder is reflective in her practice and is beginning to take a critical, analytical approach to identifying her strengths and areas for development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She is keen to access future training in order to further develop her knowledge and skills for the benefit of children. This demonstrates a good commitment to maintain continuous improvement.

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and outcomes for children

The childminder is a qualified, experienced childcare practitioner. She interacts with warmth and affection, creating an environment in which children settle quickly and develop a positive attitude to their play and learning. Children make good progress in their learning and development because the childminder recognises the uniqueness of each child. She plans a good balance of adult-led and child-initiated activities based on their individual interests and play patterns. For example, a child who has an interest in fire engines is taken on an outing to see the vehicle at first hand. The childminder talks about things that interests children and listens and responds to their ideas and questions. She uses open ended questions to help children to recall past and present events. She adds words to extend children's vocabulary. Children explore freely, developing their decision making skills and independence. They learn about different media and how to express themselves

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and outcomes for children

creatively. For example, the childminder provides them with easily accessible paint pots containing liquid paint and suitable sized paint brushes to use. The childminder talks to children about what they are making and, when invited, the childminder joins in. Children have lots of opportunity to problem solve, for example, to complete puzzles. They learn that all their chosen objects will not fit into the small shopping basket but will fit into the big paper bag. Children learn about information and communication technology through meaningful experiences. For example, with the support of the childminder, they switch on a music system or turn on the laptop. This helps to develop good skills for the future. Children behave well because the childminder helps them to understand their right to be kept safe by others. She encourages them to discuss ways to avoid harming or hurting others, including the importance of tidying away resources so others do

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and outcomes for children

Children adopt appropriate, personal hygiene habits through the consistently good hand washing routines in place; for example, before eating and after messy play. They learn about making healthy choices, because the childminder offers them a choice of the fresh fruit snacks provided by parents. Drinking water is freely accessible ensuring children do no become thirsty. Children benefit from fresh air and exercise because the childminder takes the children out daily. Visits to local amenities, such as parks, provide opportunities for children to use more challenging equipment building on their large muscle skills. Children feel safe because the childminder teaches them the skills they need to use equipment safely, for example, when climbing equipment, such as a slide or using scissors. 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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