Childminder in West Sussex

Inspection report for early years provision

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Unique reference number EY436692 Inspection date 01/05/2012 Inspector Kerry Iden

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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 and two children in the town of Crawley, West Sussex. The ground floor of her home is used for childminding and there is an enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for four children at any one time, of whom three may be in the early years age group. The childminder currently has three children on roll, all of whom are in the early years age group although they attend school full-time. The childminder walks or drives to local groups, schools, the park and other places of interest. She supports children who speak English as an additional language.

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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 is enthusiastic and the children are happy and relaxed in her care. They show good levels of confidence, making suggestions and extending their play. The childminder works closely with parents and others to understand the individual needs of each child. Overall, children are making strong progress because the childminder provides a stimulating environment where their input is valued. The childminder is able to analyse her service effectively and, therefore, has the ability to maintain continuous improvement.

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further?

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

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further?

 provide positive images that challenge children's thinking and help them to value those with special educational needs and disabilities.

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the early years provision

The childminder's good knowledge of safeguarding procedures helps her to protect children. She shares her child protection responsibilities with parents through her written policies and procedures. She completes detailed risk assessments on her home, garden and for outings. She reviews these regularly. She has suitable arrangements in the event of an emergency and shares these with parents. The childminder is committed and motivated and has fully embraced her childminding role. She has a reflective nature and evaluates what she is doing. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 is keen to continue to develop her setting and has identified areas which will support both the children's development and her own professional knowledge. The childminder is starting to gain feedback from the children and the parents, which she uses in the planning of events. For example, children are being introduced to

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the early years provision

growing and planting activities following parental feedback.

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the early years provision

The childminder makes good use of the space within her home, offering children dedicated spaces in which to play. The conservatory offers a child-centred environment which is interesting and stimulating for children. The childminder uses the resources imaginatively, taking account of children's interests and promoting all areas of their learning. Activities often evolve over time, enabling all children to contribute their ideas. The childminder promotes an inclusive setting and adapts her levels of support to enable all children to achieve. Children learn about differences through using various resources. However, positive images of disability are limited which restricts children's learning about this aspect of diversity. The childminder values and supports children's home languages by providing books and encouraging children to share words from their first language. This helps all the children understand differences between people.

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the early years provision

The childminder understands the importance of working in partnership with parents. She shares details about children's development with parents to support a consistent approach to children's learning. Parents receive regular feedback on their children's day and periodically receive photographs of their children involved in many activities. The childminder has organised detailed information about her service, which is readily available to parents. She values the information she receives from parents. This helps her get to know new children and their routines which helps them settle in quickly. She has established effective working partnerships with other early years practitioners to promote a shared approach to children's care and learning.

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and outcomes for children

Children happily return from a day at school and confidently enter the setting. They make decisions about their play, often leading on from previous activities they have been taking part in. They play and interact with one another well. The childminder acts as good role model and this encourages children to ask each other questions and show an interest in others' play. Children enjoy role-play. They are excited to build on their animal sanctuary they have designed. They use their imaginations as they care for animals and describe ailments, including a cat that has lost his meow. They search for hidden animals in the displays of their work and make tally charts of their findings. This supports their mathematical development.

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and outcomes for children

Children are developing good communication and literacy skills through a wide variety of activities and routines. They add their own written information to their wildlife sanctuary. They are keen for it to be their turn to write the menu on the white board, while others support them by 'writing' the letters in the air. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children work well as a team, solving problems and making decisions together, all of which supports their skills for the future. Their behaviour is good and they show kindness and consideration to each other. They are also developing a good awareness of taking responsibility through routines such as laying their place at the table for dinner.

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and outcomes for children

Children initiate activities and mini-projects, often linked to their interests or topics at school. The childminder supports them by making suggestions but ultimately lets the children take the lead in activities. The childminder's quality of teaching is strong and she extends all areas of children's learning. She uses thoughtful, open- ended questions which stimulate children to build on their ideas. She observes children's progress and uses this information to challenge each child effectively.

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and outcomes for children

The children clearly feel comfortable and safe. On the walk back from school they know how to keep themselves safe. They talk about the role of people who help them such as the lollipop lady and how they must look out for hazards at all times. Through routines children learn to use tools safely. At meal times they talk about the correct use of cutlery and develop their skills as they learn to grate cheese safely. Children show a good awareness of what constitutes a healthy meal. They enjoy their freshly cooked meals and comment on how fruit makes your teeth and body strong and how too much cake will make you ill. They adopt good personal hygiene routines using effective systems which reduce the risk of cross infection. They make suggestions of future meals, making sure the childminder is aware of their favourites. The childminder values the children's ideas for meals and activities and praises children for remembering their manners. Therefore children make a

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and outcomes for children

positive contribution to the setting. 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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