Childminder in West Sussex

Inspection date

Previous inspection date 06/02/2013 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

 The childminder offers a calm, yet stimulating environment where she effectively supports children's all round learning.  Children are motivated to learn, use skilful communication in play and are inquisitive learners.  The childminder has established effectively partnerships with parents and other early years providers to support children's learning.

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It is not yet outstanding because

 children are not able to readily access books and reading materials to make their own choices.

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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 interaction between the childminder and the children through activities in the home.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation and a selection of policies and children's records.

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Inspection activities

 The inspector also took account of the views of parents from the written comments they had left.  The inspector gave feedback to the childminder at the end of the inspection.

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Information about the setting

The childminder registered in 2012. She lives with her husband and their two children in Horsham, West Sussex. Most areas of the ground floor are used for childminding. There is a garden for outside play.

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Information about the setting

The childminder is registered on the early Years Register and also on the compulsory and voluntary parts of the Childcare Register. She currently cares for seven children in total, of whom six are in the early year's age group. The childminder also offers an overnight care service. The childminder walks or drives to local toddler groups, pre-schools, the park and other places of interest.

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

 develop opportunities for children to explore books and a range of reading materials independently.

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who attend

The childminder demonstrates a good awareness of the learning and development requirements of the Early Years Foundation Stage. She has implemented effective planning and assessment systems to support her in helping children make good progress in all areas of their learning. The childminder is knowledgeable about the two-year progress check. Whilst children of this age group settle, she is establishing systems and gaining knowledge of the children in order to complete the checks. She works collaboratively with parents to establish children's starting points and shares regular discussion about next steps in their development. The daily diaries also offer additional communication where the childminder shares ideas to enable parents to support their child's learning at home.

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who attend

Children are very settled and confident in their play. They make choices, which the childminder joins in with to enhance their play. Good quality, open-ended questions and challenge offers stimulation and extension to activities. Children's communication is very good, they question why and how things work. They follow instructions from the childminder demonstrating effective listening and attention skills. For example, through car play the childminder shows children once how to make different cars work, either by friction or pressing buttons. Children instantly manage this illustrating their skills in using technology and start to organise races. The childminder effectively uses the child led play to extend other areas of their play. For example, they count forwards adding on one more number each time before releasing their cars. They then add small wooden blocks to build structures representing the garage to aim their car towards. This supports children's

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who attend

awareness of shape and space. Children enjoy imaginative play in the kitchen, particularly in the enticing looking dens under the kitchen table. Children confidently add in their own ideas of having a picnic and using their cakes they have made from an earlier play dough activity. They add dolls to the play, showing their caring skills, as they try to rock them to sleep and ask to sing lullaby's. The children sing most days, join in with singing in English and try words in the Swedish version shared by the childminder. This helps them understand that languages can be different. The childminder shares books and stories with the children and adds them to some areas of play, for example, reading to the dolls. However, children cannot readily access the book selection to make their own choices and extend this activity. Through routines and activities, children use a selection of tools that support their fine

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who attend

motor skills. For example, appropriate knives as they help to prepare snacks and rolling pins and cutters through play dough activities. This helps to build their confidence in using different tools for different purposes. Outside they are able to increase their confidence and physical development. The decked area in the garden means that children can access all year round outside play. They develop skills in manoeuvring wheeled toys and making the most of seasonal weather as they enjoy time in the snow, for example.

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

The relationships between the children and the childminder are affectionate and supportive. The childminder increases children's skills and knowledge through her effective teaching techniques whilst children feel reassured and comfortable within her company. The children fondly talk about other children who were not present, demonstrating the relationships they have established. They refer back to recent events of the celebrations of another child's birthday, showing how they celebrate each other's special days. Children's behaviour is very good. They are motivated to learn through play and provided with stimulation and challenge. They focus on different tasks for good periods of time, demonstrating their skills in concentration and their levels of interest.

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

Children show they feel safe and content by their relaxed nature and enjoyment throughout the morning. They are learning how to keep themselves safe through routines and play. They use a range of tools for appropriate tasks, for example, when they cut fruit at snack time. Through role-play, they know to blow their pretend tea and talk about how it is hot. Children enjoy the benefits of a healthy lifestyle promoted by the childminder. Fresh, healthy food for snacks and meals, coupled with daily opportunities for outdoor play support children's understanding of this. Through role-play activities, the childminder supports this further by introducing unusual fruit and talking about how the birthday cake at the recent party was a treat because too much is not good for us. Children are learning about good hygiene practices and know they need to wash their hands prior to snack and meal times. The childminder works collaboratively with parents about food and dietary

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

needs, respecting and supporting each child's cultural heritage.

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

The setting is a welcoming and enabling environment for children and their families. The dedicated playroom offers children a space where they can access most resources for themselves. The childminder supports children's awareness of resources available as she shares with them the pictorial labels on storage units to help children find different objects. The childminder makes effective use of the wide range of good quality resources available to support children's learning. She prepares them well for the transition in to school by building up their confidence and independence, enabling children to have the skills they will require to support their future learning.

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provision

The childminder has made a strong and effective start to her childminding. She has embraced the Early Years Foundation Stage and is clearly enjoying her work through the motivation she shows. She effectively supports the children in their learning and development. She has gained a confident knowledge of the different areas of learning and has established systems for assessment. This means she can successfully identify future learning for individual children. She has a secure understanding of offering children an appropriate balance of adult led and freely chosen child led play. She extends well from children's chosen activities. The childminder has developed effective partnerships with parents where very regular communication supports parents to help their children. The childminder has also successfully extended these partnerships to other early years providers the children attend. Communication booklets enable both providers to have a

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provision

regular exchange of information about children's developmental progress, which offers children consistency in their learning.

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provision

The childminder has developed a strong knowledge of the safeguarding and welfare requirements. She has a secure knowledge of signs and symptoms that would cause her concern and the procedures she must follow to help protect the children. The childminder's ongoing training in safeguarding secures her knowledge, which she shares with parents through her written policies. She keeps her home secure and ensures children learn safe practices in and out of the home. The childminder assesses risks within her home and the outings she takes children on. She works collaboratively with parents over safeguarding issues, for example, having a clear and strict procedure for the safe collection of children from the setting.

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provision

The childminder self-evaluates her practice well. She has successfully completed different training to increase her general knowledge and has now identified additional training that will support the families within her setting. The childminder has started to evaluate areas of her practice despite only operating for a short term. She welcomes the feedback from parents by encouraging them to communicate through the daily diary exchange of information and through competed questionnaires about her service. The childminder has identified additional areas that she would like to improve. Therefore, she demonstrates she has the capacity to be self-critical, raise standards in her service and have a positive impact on 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 EY448917 Local authority West Sussex Inspection number 810092 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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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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