Childminder in West Sussex

Inspection date

Previous inspection date 15/03/2013 30/06/2009

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early years provision

This inspection: 3 Previous inspection: 2 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 3

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This provision is satisfactory

 Children are active and can access a good range of resources; the childminder help them to develop their understanding of a healthy lifestyle.  Children are able to successfully move on to other settings through the good strategies the childminder implements to ease their transitions.  The childminder promotes children's safety well and demonstrates a good understanding of how to promote children's welfare and well-being.

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It is not yet good because

 the childminder does not consistently promote children's language and self-help skills by allowing them time to respond or complete tasks for themselves before stepping in to help.  planning and assessment systems are not sufficiently robust to provide the childminder with accurate details of children's starting points or their stage of development.  the childminder does not fully evaluate her priorities and set challenging targets for improvement.

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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 majority of the inspection was spent with the childminder in the lounge, observing her and the children she was caring for.

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Inspection activities

 Children's information records, development records and attendance records were sampled.

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Inspection activities

 Ongoing discussion with the childminder took place throughout the visit. Safeguarding was discussed with the childminder.  Parents' views were gathered through three letters left with the childminder.

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Information about the setting

The childminder registered in 2000. She lives with her husband in the Broadwater area of Worthing, in West Sussex. The setting is close to shops, parks, schools and public transport links. The childminder uses the whole of the ground floor of her home and a bedroom upstairs for childminding. There is access to a secure garden. She has a cat as a pet. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She offers overnight care. The childminder has two children on roll, both of whom are in the early years age range. The childminder supports children who speak English as an additional language.

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must:

 develop the programme for communication and language by giving children thinking time to put their thoughts into words

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must:

 improve the programme for physical development by promoting children's growing independence to do things for themselves before stepping in to do it for them

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

 develop the system of self-evaluation by identifying clear strengths and weaknesses to drive future improvements, taking into account the views of parents, children and others

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

 develop the use of planning and assessment to to clearly identify children's starting points as well as their stages of development.

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who attend

The childminder has an appropriate understanding of how to support children's learning. She is friendly and very caring, and satisfactorily extends children's learning in all areas. For example, she introduces new words to children, such as the names of food they are playing with and asks them questions about these. She also talks about how she is doing activities, giving reasons rather than just directing the activity. For example, during a stacking activity, she tells children, 'this one is smaller so it fits on top and does not fall over the other one'. As a result, children are motivated to try again. However, at times she restricts children's speech and independence skills development. For example, she does not always giving children enough time to put their thoughts into words or to complete actions for themselves before stepping in to do it for them. The childminder appropriately supports children in learning to speak English by using visual aids such as picture cards.

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who attend

However, children have few chances to use their home languages in the setting and thereby share their cultural diversity with other children.

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who attend

The childminder provides a broad range of resources and activities that challenge children's thinking and physical skills. For example, children effectively learn about the world through exciting activities such as pond dipping and walking in local woodland. Children learn about shape, space and measure as they begin to categorise objects according to size. They enjoy stacking cups in decreasing sizes and then go on to fit small and large objects in the corresponding sized cups. Children's physical skills are developing appropriately. Older children experiment confidently with different ways of moving as they skip and jump up the steps when entering the setting. Younger children enjoy celebrations at a disability centre, where they attend a party and help to make the sandwiches. This in turn helps them to develop their coordination as well as to make positive relationships. Children have plenty of opportunities to explore and develop their skills in expressive art

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who attend

and design. They enjoy making collages using pasta and barley corn, and make cotton wool collages of the snow after they have enjoyed playing with it outside.

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who attend

Assessment and planning systems to support children's learning are evolving. The childminder completes observations and adds photographs to these, she also completes three-monthly written observations on all areas of learning. The childminder identifies some next steps in their learning from these. However, current systems do not effectively identify children's starting points or link observations to their ages and stages of development to base these next steps on. As a result, the childminder does not have a clear picture of what developmental stage each child is at, which in turn limits their progress. The childminder has an appropriate understanding of the two-year-old progress check in order to complete them when needed.

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who attend

The childminder keeps parents appropriately informed about their children's progress. She shares information on how parents can support children's learning at home through daily conversations. For example, the childminder asks parents to take children shopping, to look at the fruit and vegetables and talk about how it promotes their physical well-being. In addition to this, the childminder appropriately encourages the parents to share their thoughts and ideas on their children's learning when she periodically shares the children's learning journals.

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

Young children feel secure and are developing their emotional well-being. The childminder encourages parents to engage in settling-in visits with their children and complete an 'All about Me' booklet on their children. This enables the childminder to have a clear understanding of their likes, dislikes and interests in order to meet children's individual needs. For example, when children feel insecure or in need of comfort, she provides them with their comforting items, such as dummies from home. Children are happy, interested in their activities and generally display good levels of confidence and self-esteem. They are developing positive relationships with their peers and are eager to see them. For example, they like to hold their hands and participate in activities together. Children are developing characteristics of good learners as they receive praise and rewards, such as stickers or choosing their favourite activities. The childminder uses effective strategies to

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

manage inappropriate behaviour. For instance, she helps minimise tantrums children have because their parents are collecting them. She follows a routine of tidying away toys and engaging in quieter activities to help children calm down and make them aware that it is nearly home time.

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

The learning environment appropriately helps children progress towards the early learning goals. There is a broad range of quality resources, which are safely organised, giving appropriate opportunities for independence and choice making. Space is appropriately organised, giving children opportunities to move freely between all downstairs rooms and direct their own play.

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

The childminder effectively promotes children's health. She has suitable policies and procedures to underpin the care she offers and shares these with parents. For example, she holds appropriate records which means she deals with children's accidents appropriately. The premises and resources are clean and very well maintained. There are good hygiene procedures followed to promote children's good health. For example, the childminder helps young children to wash their hands before their meals. She also uses the children's own changing mats and wears disposable gloves when changing their nappies.

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

Children are active. They are able to use outside play equipment in the garden on a daily basis. They are developing an appropriate understanding of the importance of exercise through using resources, such as slides, skittle games, tricycles and push-pull equipment. Young children learn about keeping themselves safe. They participate in regular fire drills and discuss issues such as road safety. As a result, children know they need to hold hands when crossing the roads.

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

Children's meals are healthy, well-balanced and drinks are available at a low level so more able children can help themselves. The childminder sensitively discusses children's individual eating needs with parents, giving them sound advice and guidance. As a result, she successfully meets children's individual needs and promotes their good health. Children are able to develop a good understanding about healthy eating. For example, they go on outings to the shops to buy vegetables and the childminder also successfully introduces them to new foods such as olives.

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

The childminder helps prepare children well for their move into other early years settings. She shares a library book about going to school with children and they are able to see and discuss the uniform as they regularly collect other children from the school. This enables them to become familiar with the environment and effectively helps to prepare them for moving on to other settings.

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provision

Overall, the childminder has a suitable understanding of her responsibility to meet the learning and development requirements. However, there are some weaknesses in some of the educational programmes and in the assessment and planning systems. The childminder is helping children make satisfactory progress.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She fully understands her responsibilities in regard to safeguarding children. She is aware of the procedure to follow if she has concerns about the welfare of any child in her care. She ensures the suitability of all adults in the house and maintains and stores records confidentially. This means children are safe.

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provision

The childminder maintains all the required records appropriately and has effective systems in place to minimise risks to children. She completes written risk assessments on the premises and completes daily visual checks. For example, she locks all external entrances and checks to make sure sockets are inaccessible. She also takes positive actions to minimise risks to children on outings.

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provision

The systems for self-evaluation are limited and the childminder is not effectively identifying all her strengths and areas for further development to set targets for improvement. She welcomes and implements advice from other childminders. For example, through the introduction of a sticker system, she has successfully improved children's behaviour and boosted their self-esteem. She has evaluated that her own knowledge and understanding of promoting children's learning can be improved and is in the process of joining the local authority's training scheme. The childminder has also informally asked parents what they think of the setting but has not yet fully evaluated their opinions and views. This demonstrates a positive attitude to continually improving the service she provides.

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provision

Appropriate systems are in place for sharing information with parents. For example, the childminder shares her written copies of policies and procedures with parents before she cares for their children. Parents state they are delighted with the care given. They state the childminder introduces new foods to their children to help promote healthy eating. She also encourages the parents to support their children's learning at home. The childminder develops positive links with other professionals involved in the care and learning of the minded children. For example, she regularly discusses children's care and learning needs with staff in a playgroup that children 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 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 114120 Local authority West Sussex Inspection number 846061 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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