Childminder in West SussexOfsted inspection, 16 Apr 2012

Inspection report for early years provision

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Unique reference number EY347956 Inspection date 16/04/2012 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 2007. She lives with her two school age children and her toddler in Littlehampton, 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 rabbits, one budgie and two fish as pets.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She may 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. The childminder is currently minding four children in this age group. She also offers care to children aged over five years to 11 years.

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Description of the childminding

The childminder collects children from the local school and attends several toddler 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

Children's learning needs are well met so they make good developmental progress in their learning, given their age, ability and starting points. Systems to safeguard and protect children are appropriate and the childminder promotes children's welfare effectively in a child friendly environment. Partnerships with parents and others involved in the children's lives provide continuity of care and learning. The childminder evaluates her practice and identifies relevant areas for improvement that demonstrate her commitment and a good capacity to sustain continuous development.

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further?

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

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further?

 record details of regular evacuation drills in a fire log book, including any problems encountered and how they were resolved  update understanding of safeguarding children issues and be able to implement the safeguarding children policy and procedure appropriately.

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the early years provision

The childminder is clear about her responsibility to protect the children and is aware of the possible signs that a child may be at risk of harm. Although she has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 previously attended training in this area, the childminder is unfamiliar with current safeguarding children issues to fully safeguard their welfare. The childminder closely supervises the children wherever they are and conducts risk assessments of her home, garden and places they visit. This highlights any potential hazards, which the childminder can then address to keep children safe. For example, in the park, new equipment has been erected outside the enclosed area and so is less secure. The childminder has spent some time evaluating her provision by completing a self-evaluation form to identify realistic and achievable improvements. She promptly addressed the recommendations set at her last

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the early years provision

inspection, demonstrating her commitment to ongoing improvement.

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the early years provision

The resources and toys are of good quality and well maintained. They are all accessible to each child to enable them to be independent and make choices. The childminder helps children learn to value their own and other people's lives by treating everyone as an individual, and through her positive attitude to promoting equality and diversity. Good relationships develop with parents and information is shared every day about the care of the children. The childminder develops links with other settings the children attend in order to share information about their developmental progress. Through her understanding of how children learn and develop, the childminder is able to provide a stimulating, homely environment and plan for each child's progress.

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and outcomes for children

Children have many opportunities to make choices about how they spend their time with the childminder. They help themselves to the resources they want to play with and the childminder supports and guides them. She talks with the children about what they are doing and asks questions that challenge their thinking. For example, when playing with the dinosaurs the children comment on the long neck one has. The childminder looks in the dinosaur book and they discover together that some eat meat and are called carnivores, and that others eat only plants and are called herbivores. They compare this information with people who only eat vegetables but are called vegetarians. When the childminder is not sure how to answer one of the children's questions they look it up on the computer, researching the information together and developing skills for the future.

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and outcomes for children

The childminder observes and records the children's achievements in their individual learning journeys, which enables her to plan for the next steps in their development. There is a good balance of adult led and child initiated activities as the childminder plans some activities, such as cake decorating. Children spread icing on to cakes and decorate them with sprinkles and chocolate buttons, keeping their fingers free of icing by helpfully licking it off! The childminder praises children and treats them respectfully. She provides clear explanations about what is happening and the consequences of their actions, so they learn how to behave well. For example, when they take the lid off the car box she reminds them to put it out of the way so it does not get trodden on and either break or hurt someone's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 foot. Children behave well and cooperate with each other. The childminder gives

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and outcomes for children

them notice of when something else will happen so they can finish what they are doing. When she says 'one more minute', they watch the clock waiting for the time to pass.

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and outcomes for children

Children go out every day, often to one of the local parks where they choose what they do. They meet up with another childminder and her minded children so they all get to know more people in their local community. When they are being active, the childminder talks about the effect it has on their bodies and how they feel warmer. They learn about road safety as they walk to and from the parks, holding hands and sometimes wearing high visibility jackets so they can easily be seen. Children practise how they will get out of the childminder's house safely in an emergency situation. However, the childminder does not record these practices with details of when they took place and any problems encountered. The childminder's home is safe, as she checks for hazards every day before the children arrive. Children sit together to eat their snacks and meals at the kitchen table. They enjoy healthy fruits for snacks and bring their own packed lunches so

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and outcomes for children

they eat what their parents provide. Drinking water is always available for when they are thirsty and the childminder reminds them to drink regularly. 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 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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