Childminder in West Sussex

Inspection date

Previous inspection date 05/03/2013 22/06/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 childminder provides a safe environment for children to explore and develop their independence  The childminder is calm and supportive so children are settled in her care  The childminder helps children to lead healthy lifestyles and enjoy the outdoors.

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It is not yet good because

 The childminder does not always use positive strategies to encourage children to cooperate.  Although the childminder has developed partnerships with other settings, she does not work in partnership with other professionals who support children's development.  The childminder does not have a good balance of adult-led and child initiated activities so they sometimes choose activities that lack challenge and stimulation.  Background noise in the childminder's house sometimes prevent conversation and calm, for example, at mealtimes.  The childminder does not fully evaluate her own practise to identify areas for improvement and her continued professional development.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 engaging with the children.  The inspector had discussions with parents  The inspector examined a range of documentation

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Information about the setting

The childminder registered in 2000. She lives with her husband, one adult and two teenage children in Shoreham Beach, West Sussex, close to shops, parks, schools and public transport links. The ground floor of the childminder's home is used for childminding. There is an enclosed garden for outdoor play. She has a dog, a cat and some fish as pets. The childminder is currently minding three children in the early years age range. This provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder collects children from local schools and pre- school.

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must:

 review behaviour management policy and procedures to ensure that strategies used do not adversely affect children's well-being.

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

 develop partnerships with other professionals involved in children's care

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

 use self-evaluation to reflect on the impact of practice taking account of the views of parents and children

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

 restrict background noise such as music so children can concentrate

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

 improve the balance of adult-led activities

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who attend

The childminder encourages children to choose what they want to do each day. She knows what they like and she provides resources and activities to build on their current interests. For example, if they find a colour interesting the childminder organises lots of activities that allow them to explore colours, resulting in, for example, them having green pasta for lunch. The childminder gets to know the children when she first meets them during settling in sessions with their parents who complete 'all about me' forms. This provides the childminder with a starting point to plan suitably interesting and challenging activities for each child. The childminder observes children as they play and assesses their progress regularly. The childminder compares their progress to the stages and areas of learning of the publication Development Matters in the Early Years Foundation Stage. She is aware of the requirements and benefits of assessing children aged two to three years to

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who attend

identify any areas they may be achieving less well. The childminder has found that by tracking children's progress she is able to identify any particular preferences they have such as an interest in writing. She then encourages this interest by providing more opportunities for them to practise.

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who attend

The childminder is very relaxed about what children do each day so she does not discourage their preferences, such as watching television. This means there is not always a suitable level of adult-led activity to challenge children's learning. However, when children choose activities that require adult guidance, the childminder is supportive. For example during cake making she explains to children about information being written on the packet and reads it aloud, teaching them that writing sometimes carries important information. She lets children do as much as they can of the activity, tipping the mixture into the bowl, trying to crack the egg on the bowl but finding out it is too hard so they have to hit it with a spoon. Then children count the correct number of spoonfuls of water in so they can mix it all together. Children count the paper cake cases they put in the tray and scoop the mixture in, concentrating hard as they aim straight. Mathematical language

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who attend

is used in context such as 'too much', 'a bit more' and 'it takes too long'. The garden is always ready for children to play in so they can go outside for physical play when they want and happily jump on the trampoline.

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

Children can move around the childminder's home freely and safely. There is space for them to sit quietly, select and play with toys or go in the garden as they choose. The childminder checks her home and garden every day to make sure that any hazards have been removed. She welcomes the children as well as their families, to feel at home in the relaxed, family environment. However, sometimes background noise such as adult's music becomes too loud and disrupts the calmness and limits conversation. Children settle well and develop fond relationships with the childminder, many staying in her care long after they move on and start school. They are confident to ask for help such as during cooking activities, demonstrating their secure relationship with the childminder. Children generally behave well and the childminder speaks to them calmly. However, she sometimes uses negative language and coercion to get children to cooperate, which does not help them

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

manage their feelings and become self assured. House rules provide some guidance for children on acceptable behaviour such as treating each other with respect and no jumping on the furniture. The rules help children learn to behave safely indoors and when they are out. They walk on the inside of the pavement and visit play spaces that are enclosed and safe.

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

The daily trips to take older children to and from school familiarise younger children with the routine. They see the school site and interact with the children after school so they have some familiar faces to see when they start there. The childminder frequently stops at local parks on the way home so the children can run up and down the hilly areas and enjoy the exercise. They enjoy visits to local woods and farms, sometimes buying vegetables to eat. Some children eat food supplied by their parents and the childminder warms it for them. They have been taught about good personal hygiene and ask to wash their hands when they have sneezed because their hands 'might get dirty'.

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provision

The childminder has a satisfactory understanding of how children learn and of her responsibility to provide challenging learning experiences for them. She monitors and assesses their progress to identify any gaps in their learning. The childminder works in partnership with other settings children attend, sharing their learning journeys and comparing their progress. However, the childminder has not developed partnership working with other professionals involved in children's care and learning. Therefore, she cannot always provide appropriate activities to fully support any additional learning needs. The childminder has good partnerships with the children's parents and shares daily information with them about what the children have been doing. She asks for their views on her care and they speak highly of her. They value her care and the fun and creative opportunities that develop their children's interests and skills. The childminder updates her

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provision

knowledge by attending suitable early years courses to develop her career. However, she does not assess her own practise to identify her strengths and key areas for improvement. The childminder knows the signs that may identify children may be at risk of harm and updates her knowledge through her training courses. She has updated her first aid certificate so she can manage children's minor injuries well.

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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 action. 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 114841 Local authority West Sussex Inspection number 817054 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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