Childminder in Brighton and Hove

Inspection date

Previous inspection date 13/12/2012 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The learning environment is extremely welcoming, child-friendly and organised safely, giving children good opportunities to be independent and make choices and decisions  Children develop secure attachments through information gathered from parents during settling in visits.  Children's safety promoted well. They childminder is vigilant in implementing effective strategies to ensure the premises is secure and visitors who come into contact with children are suitable to do so.

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It is not yet good because

 The childminder does not clearly identify children's starting points in their learning when they enter the setting.  The childminder does not use effective strategies to enable children to solve problems independently.  Children's understanding of the importance of a healthy lifestyle is sometimes limited as the childminder does not explain why they should engage in healthy routines.

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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 majority of inspection time was spent with the childminder observing her and the children she was caring for. This took place in the childminder's home on the ground floor.

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Inspection activities

 Children's development records, attendance records and various written policies and procedures were sampled.

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Inspection activities

 Ongoing discussion with the childminder took place throughout the visit. Safeguarding was discussed with the childminder.

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Inspection activities

 Occasional discussion was held with the child present. But this was not extensive as the child was very shy.

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Inspection activities

 Parents' views were gathered through discussion with the childminder and a letter left by one parent.

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Information about the setting

The childminder registered in 2012. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder lives with her partner and her pre-school child. They live in Coldean, which is an area within Brighton. The setting is close to schools, pre-schools, toddler groups, parks and transportation links. The childminder uses the ground floor of the house for childminding, with access to the first floor for the bathroom and for babies to sleep. There is a fully enclosed rear garden for outside play. Access is gain to the premises by a flight of steps to the front door. There are two children on roll who attend on a part time basis. Both children are in the early years age range.

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must:

 improve the assessment system by learning from parents about what the child does at home to determine the starting points in their learning.

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

 provide children with time to think creatively and flexibly, solve problems and link ideas independently.

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

 further develop children's understanding of a healthy lifestyle, through clear and consistent explanation about hygiene practices.

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who attend

The childminder has caring, friendly relationships with children and supports their learning suitably overall. She is good at promoting some positive attitudes to learning. She interacts well with children through actively being down at their level and participating in their activities. She encourages children's speech with use of some open-ended questions. She notices where children's interest lay and is quick to support and extend their learning. For instance, she willingly finds sticky tape for children to explore when she notices how they are enjoying sticking items together with glue. As a result, children are motivated and further develop their understanding when using various media and materials. However, she misses opportunities to give children time to solve problems for themselves. For example, when children notice things are stuck to a glue stick that prevents it from working she just wipes it away for them. In addition, when they mention that the baubles

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who attend

do not fit as they decorate their toys, she resolves this for them, rather than enabling them to think things though independently.

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who attend

Children, who are new to the setting and bilingual, are able to feel valued and develop their self-esteem appropriately. The childminder takes steps to find out words in their home language and then plans to encourage their use in her setting. She appropriately promotes their understanding of numbers by encouraging them to count things in the environment. For instance, children count the stairs they use to access the toilet. Children enjoy visiting local playgroups. This helps to develop their social skills and form appropriate relationships with their peers and other adults. They develop their imagination well using available props to support their role-play. For example, they sit on a low-level tunnel with their dolls, while explaining that they are waiting at a station for a train. The childminder further extends their communication skills as she asks them open-ended questions, such as 'where are you going?' This makes them think and focus as well as

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who attend

continue the line of play through conversation. Children show skills in making things work. For example, they confidently climb onto a climbing platform, turning on a microphone whilst thoroughly enjoying singing their made-up songs.

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who attend

Overall, the childminder uses information from assessment appropriately to plan children's individual development and ensure their readiness for school. As a result, they make suitable progress in their learning. However, although she gathers information on the children's likes dislikes and routines from parents. She does not find out at what stage the children are at in learning, when they start. She relies on her own observations to establish where they are, which she summarises after a period of six weeks. This hinders children's progress initially. Through documentation, the childminder demonstrates an appropriate understanding of the two-year-old progress check ensuring that the required assessment is undertaken.

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who attend

Parents are very involved in their children is learning. They effectively participate in the regular six-week summaries with the childminder, where they share information on what their children enjoy doing at home. They also agree on systems to extend and support children's learning both in the setting as well as at home.

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

Children are developing secure emotions. They show confidence and security with the childminder as they use their comfort toys from home. The childminder gathers good information from parents about their interests. Consequently, children confidently express their wants and needs, and enjoy learning about space and measure as they draw round their comfort toys that they bring from home. The childminder engages in caring games such as tickling children, which children respond to happily. This shows children feel they are special and valued.

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

Children are encouraged to develop habits and behaviour appropriate to good learners, their own needs and those of others. The childminder is a good role model and encourages good manners. She is consistent in managing behaviour in a positive way. For example, she has recently devised 'house rules' which she discusses with the children. As a result, they are learning to behave appropriately.

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

Children are developing an appropriate understanding of safety. They practise road safety on outings as the childminder talks about the dangers of cars. They also practise regular fire drills. Children are developing good self-care skills and appropriate knowledge about a healthy lifestyle overall. For example, they make choices from a range of healthy food the childminder supplies for their snacks. More able children are also are familiar and independent with sensibly routines, such as washing their hands before meals. However, the childminder often restricts children's learning particularly regarding hygiene; as she does not talk about why they need to do things, such as wash their hands or wear aprons when doing messy activities. Children are encouraged to develop a suitably understanding of the importance of exercise. They go on daily walks when collecting children from other settings and have access to a garden when weather is good as well as visiting the local

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

The childminder provides a wide range of stimulating resources and activities in all areas of learning. The learning environment is extremely child friendly, spacious and safely organised. For example, there are defined areas of play, such as a role-play corner with a cooker, food and utensils and a physical development area that includes a large climbing frame and slide. There is also a mark making area with a white board and marker pens. This effectively encourages children to develop independence and good skills in their choice and decision-making.

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

The childminder demonstrates a sound knowledge of helping children to prepare for transition to other settings. For example, with parent's permission, she arranges visits to meet their teacher and to see their classroom.

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provision

The childminder has an appropriate understanding of the responsibilities in meeting the learning and development requirements overall. She demonstrates an appropriate commitment to improving the quality and outcomes for children. The childminder welcomes and implements advice from working with local authority advisory staff. For example, she has successfully devised house rules to ensure consistency and develop children's understanding of managing their feelings. The childminder has also completed a self-evaluation form, which identifies that she has a clear understanding of some areas to improve and some of her strengths. She is currently in the process of implementing action plans to address these. She hopes to attend additional training to help her improve her planning and assessment system, and is in the process of completing a food safety course. She has taken some account of parent's views by asking their general opinions but has

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provision

plans to fully explore how she can improve the quality of her provision by devising a more in-depth system for them to express their views.

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provision

The childminders knowledge of the safeguarding and welfare requirements is good and she promotes children's physical safety well. For example, she is vigilant in locking external doors and asks all visitors to sign in and out of the premises. She is familiar with the procedures to follow to safeguard children from harm. As a result, children are safe.

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provision

She has good relationships with parents and other agencies overall. Although, there are currently no children that attend other settings, the childminder demonstrates a sound understanding of working in partnerships to promote children's learning. She has established effective links with local authority support workers. She shares information on the setting effectively by giving parents written copies of the policies and procedures. This ensures they are clear about both their and the childminders role and responsibilities. She regularly shares information about children's routines, activities through a daily diary for children. Parent's state that the childminder is wonderful and they are very happy as their children are relaxed and well cared for. They mention they have specifically changed their children from other settings to this childminder and travel a further distance in order for their children to attend.

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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 EY448733 Local authority Brighton & Hove Inspection number 807418 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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