Childminder in West Sussex

Inspection date

Previous inspection date 09/01/2013 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 are happy and thrive in this welcoming, homely environment. They are provided with a stimulating play room and high quality resources that encourage all areas of their development and learning.  Children are enthusiastic and show excitement when taking part in the fun activities they are provided with. They make good progress, develop good confidence and social skills as they respond well to the childminder's support, encouragement and praise.  The childminder interacts and communicates well with children, encouraging their learning and language development well. She assesses children's development and plans appropriate activities to meet their individual needs.

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It is not yet outstanding because

 Children are yet to be provided with opportunities to express their views and feelings through the use of stories, puppets, visual aids, mirrors and photographs.

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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 activities within the home and in the garden.  The inspector held discussions with the childminder when appropriate.  The inspector looked at a sample of children's records and assessments.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, including the self-evaluation form.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged two and 10 years in Hereford. She works with her mother who is also a registered childminder at her home on the north side of Hereford. The whole of the ground floor and first floor bedroom and bathroom are used for childminding. There is a fully enclosed garden available for outside play. The childminder attends a local toddler group and activities at the local children's centre and visits parks with children. She is able to take and collect children from local schools. The family has two dogs.

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Information about the setting

There are currently three children on roll within the early years age range, all of whom attend for various sessions. The childminder also offers care to children aged over five years. She operates all year round currently on a part-time basis. She is a member of the National Childminding Association.

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

 extend opportunities for children to communicate how they are feeling and to express their views through the use of stories, puppets, visual aids, mirrors and photographs.

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who attend

Children thrive and make good progress in their learning and development as they respond well to the stimulating environment and the childminder's support, encouragement and effective teaching. She is skilful at using everyday routines to promote children's knowledge. For example, developing their mathematical skills when counting the number of steps in the garden. The children are active, keen learners and become very excited with squeals of excitement as they bounce on the small trampoline, catch bubbles and dance to their favourite music. The childminder gets involved with the children's play, talking about the different sounds as the children show fascination while playing with musical instruments, such as the triangle and harmonica.

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who attend

The childminder carries out an initial assessment on children and ongoing observations of their progress. She has devised 'learning journey' books to record children's development stages and has a good understanding of individual children's learning and development. She is sensitive to the uniqueness of each child and their individual needs. For example, she allows shy children to gradually settle within the home before introducing them to a toddler group. The childminder plans resources and activities to build on children's interests and development needs, such as, with the ball pool and other balls to practise turn taking when rolling the ball to each other. She responds to their interests as she sets up a pretend tea party to build on their imagination and enjoyment of the role play kitchen area as they like the cooker and play food. Children develop their creativity and small muscle skills when painting and colouring. The childminder provides newly purchased

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who attend

paint dabblers to ensure younger children are also able to take play in creative activities with equipment that suits their developmental stage. Children enjoy using foam stickers of different colours and shapes, and their knowledge of these are developed by the childminder to encourage their learning.

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who attend

Children are motivated, kept interested in the activities available to them and show they have developing concentration levels. Children's learning is supported through access to resources that promote all areas of their development. Their independence is developed as they can easily access resources to meet their interests and to encourage their free choice, such as, when selecting the baby dolls, jigsaws, books, electronic toys and animals. The childminder provides a language rich environment where she reinforces new and important words when playing. She asks the children questions, talks to them about routines, what they are doing and why. This successfully promotes their language development. The childminder also sings with the children and uses compact discs to play nursery rhymes regularly, with children enthusiastically joining in with singing and action rhymes.

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

Children learn about safety from a young age as the childminder gives reasons to them which explain why actions are needed in order to keep them safe. For example, she explains when they tidy away the toys that this is to prevent them from falling over. Children enjoy looking out of the window at the cars and traffic lights and, when out, she talks about road safety and waiting for the green light. Children show they feel safe in the childminder's care as they confidently express their views on where they want to play.

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

Children feel secure with familiar routines and the childminder's caring manner. The children settle well as the childminder takes time to get to know the family and their values. Children develop good relationships with the whole of the childminder's family, including developing affectionate relationships with grandparents. Children make good progress as they develop their confidence and social skills. The childminder is in tune with children's feelings and uses distraction techniques to divert any behavioural issues and introduces new activities to maintain children's interest. However, there is scope for the childminder to extend the ways in which she helps children to communicate how they are feeling and to express their views through the use of stories, puppets, visual aids, mirrors and photographs. The childminder encourages children to share with one another and they respond well to her guidance. They generally behave well and play nicely together,

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

showing patience when waiting for their turn to go on the trampoline. Children are encouraged to respect furniture by not climbing on it which also helps to keep them safe. They respond well to the childminder's enthusiastic praise which impacts positively on their self-esteem.

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

Children make good progress in their self-care skills as they are encouraged to feed themselves and rub their own hands together when hand washing before meals. They thrive in their new skills and achievements and develop a good sense of self-esteem. The childminder is good at giving explanations to help children from a young age learn about the benefits of healthy eating, such as to have energy and strong bodies. They learn about the importance of drinking water because they are thirsty after playing outside. Children benefit from good opportunities for fresh air and thrive playing outdoors all year round in a well-equipped garden. Children develop their physical skills as they are supported to walk up and down steps and get on and off seesaws and tricycles themselves.

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provision

The childminder is very well organised and has effective documentation in place to ensure children's health and care needs are well met. She has updated and extended her comprehensive policies to provide a professional service and inform parents of the service she offers. As a new childminder she is conscientious and fully committed to improving the quality of the learning and care environment. She attends additional workshops and acts upon the advice of a support childminder. The childminder has begun to self-evaluate her practice and has a clear plan of what she intends to improve, such as seeking further the views of parents with regard to her childminding service and involving them further in their child's formal assessment.

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provision

Parents are very well informed through the regular sharing of photographs, written diaries and discussions at the end of the day. They are also informed by phone of their children's care and activities they have enjoyed, such as bubbles and creative activities. The childminder works well with parents to promote children's learning and development together and to ensure consistency of children's care and routines, especially around their feeding. Parents appreciate ideas from the childminder in relation to what they can play with their children and how to promote their child's development as they get older. Parents comment how excited the children are to attend, their progress and their developing confidence. They feel the dedicated play room and good use of the house and garden is a positive aspect of the childminder's care. The childminder is aware of the importance of working with other early years providers and professionals as appropriate

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provision

and has systems in place for undertaking the two-year-old progress check to identify children's development level and any areas for further support.

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provision

Children are cared for in a safe environment where high quality toys and resources are well organised. Written risk assessments and effective safety procedures are in place to promote children's safety and welfare. The childminder has appropriate hygiene procedures and routines to meet children's care needs and children are secure and well supervised. All adults within the home have a Criminal Bureau Record check to ensure they are suitable to be in contact with children. The childminder has attended up-to-date safeguarding training and has a good knowledge of local safeguarding procedures and of her role in protecting children.

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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 EY443200 Local authority Herefordshire Inspection number 806698 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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