Childminder, Out-of school day care in West Sussex

Inspection date

Previous inspection date 07/02/2013 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

 Children have a secure, trusting relationship with the childminder who is warm and caring. Consequently, they are settled and happy and grow in confidence.  Children enjoy varied play and imaginative experiences because the childminder understands that they learn best when they are having fun.  The childminder has a good understanding of her responsibility with regards to child protection. Her home is safe with good steps taken to reduce potential dangers. Children are well safeguarded while in her care.  The childminder develops strong working relationships with parents to help support and extend children's care, learning and development.

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It is not yet outstanding because

 The organisation of books does not fully inspire children to freely use and enjoy them.

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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 indoors.

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Inspection activities

 Ongoing discussion and joint observation with the childminder took place throughout the inspection.

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Inspection activities

 The inspector sampled safeguarding policies and procedures and children's learning journals.  The inspector took into account information provided by parents.

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Information about the setting

The childminder registered in 2012. She lives with her two children in Pulborough, West Sussex. All areas of the home are used for childminding,however, access to the kitchen and first floor are restricted by the use of stair gates. Bathroom facilities are located on the first floor. Children have daily opportunities for outdoor play in the secure garden and at local parks. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There is currently one child attending in the early years age range, on a part-time basis. The childminder also offers care to children aged over five years to 11 years. The childminder drops off and collects children from school and attends stay and play groups with the younger children.

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

 develop further the organisation of books to inspire children's interest in books, so that they freely enjoy them to develop their early literacy skills.

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who attend

Children are making good progress in their learning and development. The childminder provides a good balance of adult-led and child-initiated play experiences that interest children. She knows the children well having gathered information from parents when children first start. This helps her develop a clear picture of their care needs and interests. Effective systems are in place for observation, assessment and planning. The childminder carries out observations to gauge children's levels of achievements, interests and learning styles. She then reflects upon these to plan the next stage in children's learning. She shares her observation records with parents and invites them to contribute to their children's learning experiences. In addition, the childminder uses a daily communication book which contains information about children's activities and achievements. Children's learning and developmental needs are then discussed in partnership with parents,

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who attend

therefore, supporting parental involvement and learning at home.

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who attend

Children enjoy playing with a good selection of resources that the childminder sets out and these promote their current interests. For example, they play with a farm set, naming animals as they place them in or around the barn. The childminder promotes the use of language by asking children questions such as 'Who's inside the barn? Can you see?' and 'Who is standing next to the pig?'. Children listen and respond by naming the animals. The childminder provides children with a wide range of creative and sensory experiences. They enjoy making discovery bags which contain gel, glitter and colourful objects such as beads. Children enjoy watching and moving the colourful objects inside the bag. They explore the texture of crunchy barley and cereal in small trays. They develop their skills in moving and handling as they scoop up barley and cereal, using spoons, and carefully place them in cups. The childminder suggests that the falling barley sounds like rain.

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who attend

Children spontaneously burst into song singing 'Rain, rain go way come again another day'. These activities help children explore sensory experiences such as colour, texture and space. Children enjoy exploring the ball pool, and to add challenge the childminder hides small toys inside for children to find. They giggle as they search for farm animals counting each one as they find them. The childminder introduces mathematical language during this play such as, 'That's a big animal' and 'This is a smaller one' gesturing size as she explains. This introduces simple concepts to children such as big and small.

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who attend

The childminder makes good use of the local community facilities to help children learn about the wider world. For example, the childminder takes children to children's centres where they benefit from new experiences and play with a wider range of craft materials and toys. In addition, playing with others in larger groups helps them to learn to socialise and establish friendships outside the home. This also prepares them for the next big step in their life, for example, starting pre-school or nursery class. In this way, the childminder is meeting the individual needs of children.

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

Children enjoy their time with the childminder and relate very well to her relaxed, friendly manner. She is kind and caring and children receive lots of support and praise, which aids their personal, social and emotional development. The childminder works closely with parents to gather useful information about the children's general development and home routines.

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

The childminder provides an organised environment overall and children are able to select from a good range of toys and play materials appropriate to their stage of development. However, although children enjoy looking at books, they are not presented so that children are inspired to freely choose them to support their early literacy skills. Children's behaviour is managed effectively. They are beginning to develop an awareness of the expectations and boundaries in place, with gentle reminders from the childminder. For example, the childminder asks the children not to climb on the sofa as you might fall and to not run, only walk, inside. In addition, the childminder gives meaningful praise and lots of encouragement to children. They are secure in the knowledge that the childminder is close by and ready to support them when needed.

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

Children are beginning to understand the value of good health and physical exercise to promote a healthy lifestyle. They enjoy a good range of freshly prepared snacks and meals. The childminder skilfully supports children to adopt good manners through familiar routines, explanation and example. Children's self-help skills and good health are promoted well. For example, they have good opportunities to prepare fruit for snacks using safety knives. They learn good personal hygiene practices, such as washing hands before eating and they grow in independence as they learn to attend to their own needs.

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provision

The childminder demonstrates a secure understanding of the learning requirements of the Early Years Foundation Stage. She makes good use of the document 'Development Matters in the Early Years Foundation Stage' to guide her practice and to provide children with a wide range of challenging and meaningful activities. This ensures they make good progress across all areas of learning. Through the completion of observations and the tracking of children's progress she gives good attention to the areas of learning. This supports her in identifying any emerging gaps in children's learning and respond to them as appropriate. She is aware of the need to provide parents with a clear picture of their children's development by completing the Early Years Foundation Stage progress check at age two years.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. Children are kept safe and their well-being is promoted because the childminder clearly understands her role in child protection. Clear referral details are in place should she have concerns about a child in her care. A high emphasis is placed on providing a safe environment for children. Risk assessments, constant monitoring and close supervision of children help promote their safety. This supports the safe and efficient management of her child minding service. The childminder has identified the strengths and weaknesses of her provision. She regularly reviews her practice and makes changes where necessary, for example organising outings to special places and developing the use of her garden further. The childminder is keen to develop this aspect of her service.

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provision

The childminder is committed to working in partnership with parents and other professionals. Her comprehensive policies and procedures underpin her good practice and all are shared with parents. She has a good understanding of the role that parents play in children's ongoing welfare and learning and strives to develop professional relationships with them. Parents have access to and receive good information such as how to manage children's behaviour. The childminder communicates verbally with parents each day and uses communication books. Therefore, her effective communication helps to promote consistency of care and learning for all children. Parents are complimentary about the care that their children receive because they are confident in the childminder's ability. They comment that their children are busy and occupied, their communication skills have improved and that children enjoy a variety of games.

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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 EY449468 Local authority West Sussex Inspection number 810604 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 1

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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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