Childminder in West Sussex

Inspection date

Previous inspection date 18/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children achieve well as they enjoy the interesting, skilfully delivered activities in the childminder's home as well as a broader range of experiences at local groups.  Children are very secure and happy as they form warm, trusting relationships with the childminder and her family.  Children's individual personalities and preferences are extremely well understood and respected, helping to promote their self-esteem and confidence.  Parents and carers are well informed about their child's experiences each day and of all new achievements.  The childminder provides a good range of resources that engage children's interest and help to extend their play.

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It is not yet outstanding because

 Parents are not routinely encouraged to contribute to planning their child's next steps or to contribute to the self-evaluation process.  The systems for planning and assessment indicate children's achievements and next steps but do not provide a clear picture of the rate at which they are progressing. This does not support the childminder to easily identify any gaps in achievement or evaluate the success of her educational programmes.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder delivering play-based activities and tending to children's care needs.

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Inspection activities

 The childminder spoke with the childminder at appropriate times during the inspection.  Documentation was scrutinised, including children's developmental records.  The inspector read two letters prepared by parents.

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Information about the setting

The childminder registered in 2012. She lives with her husband and three children aged, nine, five and two years in Hurstpierpoint, West Sussex. Childminding generally takes place on the ground floor with first floor bedrooms also available for children to sleep or play. There is fully enclosed garden for outdoor play.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of Childcare Register. She is caring for three children, one of whom is in the early years age group.

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Information about the setting

The childminder is able to collect and deliver children to local schools and pre-schools.

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To further improve the quality of the early years provision the provider should:

 encourage parents to become more involved in the childminding provision by contributing to the planning for their child and taking part in the self-evaluation process

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To further improve the quality of the early years provision the provider should:

 extend the systems for planning and assessment to more precisely monitor the educational programmes and identify any gaps.

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who attend

Children make very good progress in their development because the childminder is skilled at providing activities that they find interesting and which offer an appropriate level of challenge. For example, she plans activities around a baby's interest in music and movement. The child develops coordination as they bounce in time to the music, practise picking up different sized instruments and use beaters to make sounds on a xylophone. The childminder very effectively extends the activity to promote the baby's communication. She uses good eye contact, encouraging facial expressions and selects songs with repetitive lyrics. The childminder speaks constantly to the child as she sets out activities, organises snacks and gets them ready for their nap. This helps children to associate meanings to language and prepares them to feel confident to vocalise to express their happiness or their need for attention.

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who attend

The childminder promotes children's creativity and imagination extremely well. Activities such as exploring the textures of different objects encourage children to explore and investigate. The childminder maintains their interest by enthusiastically offering descriptions such as soft, hard and shiny. Children also thoroughly enjoy hearing different sounds as they play with the instruments, including homemade shakers, and listen to tapes of their favourite songs. The childminder provides a lot of space and encouragement for children to develop their mobility. She understands how to place resources just out of reach to tempt them to reach and crawl. She knows when to stop so that they do not become frustrated. The childminder regularly takes children to groups to offer them a broader range of experiences and to allow them to socialise with others.

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who attend

The childminder provides parents with good information about their child's achievements, through discussions and the use of daily diary. Parents provide a lot of information about their child but are not generally involved in setting future goals. The childminder undertakes observations of the children, which she uses to build a picture of their preferences and abilities. This helps her to develop a very good understanding of their individual needs. She plans very specifically for each child, however, she has only just returned to childminding and her systems are newly established. She has not extended them to allow her to monitor the rate at which children are progressing or to identify any gaps. The childminder is aware of the importance of regular assessment. She has obtained information to support her in completing children's two-year-old progress checks when the time comes.

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The contribution of the early years provision to the well-being of children

Children are extremely happy and settled in the childminder's care. They show a strong sense of security, laughing as she plays with them and following her with their eyes as she moves around the room. The childminder is sensitive to children's emotional wellbeing as she takes time to introduce unfamiliar adults to ensure that they do not become anxious. Children are learning the routines and boundaries in place in the home, for example, recognising the signs that their food is about to be served. The childminder provides nutritious snacks and drinks, planned to reflect children's individual dietary requirements. Parents currently choose to send in lunches from home. Standards of cleanliness within the house are very high and the childminder follows good hygiene routines as she changes nappies. The childminder is aware of the importance of teaching children how to keep themselves and others safe. She understands how to support children to develop these

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The contribution of the early years provision to the well-being of children

skills through activities such as learning to cross the road or taking part in fire evacuations.

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The contribution of the early years provision to the well-being of children

The childminder and her family model good social skills to children. There are clear expectations of good manners in the home and a focus on sharing and consideration. This helps children to develop skills that equip them well for different social settings. The childminder uses resources very well to engage children's interests and to reinforce their learning. For example, when planning music sessions she plays tapes of songs children hear regularly at groups. She follows the same familiar format for the activity including finishing with the same 'goodbye' song. A broad range of toys is set out at a low level for children to select independently. The childminder places a circle of cushions around babies to enclose toys within their reach to allow them play independently for short periods. She responds promptly to replace any toys that have been pushed out of reach.

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provision

Children's safety is prioritised effectively by the childminder. She has completed risk assessments to identify any potential hazards within her home and on outings. The childminder reviews safety arrangements on an on-going basis to ensure that precautions are appropriate to meet children's changing needs. She has a clear understanding about safeguarding issues and of her responsibilities in protecting children. The childminder has written guidance outlining the procedures to follow should she have concerns about any child in her care.

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provision

The childminder has a thorough understanding of the requirement to support children to learn and develop. She uses appropriate resources including the Development Matters guidance to help with her planning and assessment. She is extremely competent at planning for individual children's development. However, she does not have any arrangements in place to monitor and reflect on the overall success of her educational programmes. The childminder has completed a process of self-evaluation, which has helped her to identify areas where she plans to focus improvement. For example, she has identified a need to attend further training to secure her knowledge of the Early Years Foundation Stage as this has been revised since her original training. She childminder speaks to parents regularly but does not routinely involve them in her self-evaluation process. In letters prepared for the inspection parents state 'my child is happy to go to her

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provision

and comes back clean, well fed and relaxed' and 'I am happy to leave my child with her. I feel that my child is safe and well looked after'. The childminder understands the importance of working in partnership with other professionals, including practitioners from other settings attended by children, to provide consistent and cohesive care.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY444821 Local authority West Sussex Inspection number 795738 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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