Howard, Kim

Inspection date

Previous inspection date 20/03/2013 17/06/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder takes full account of children's individual needs and actively works with parents to ensure that the children can attend schools with their friends. This effectively helps to ease the children's transitions.  Children enjoy and are motivated to try new challenges through the good interaction of the childminder.  The childminder successfully supports children in forming positive relationships with their peers by encouraging them to work effectively in collaborative tasks.  The childminder shares information on the setting very well with parents. This means they are fully aware of their and the childminders responsibilities. This underpins the children's learning and care.

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It is not yet outstanding because

 Children have few opportunities to use their home language in the setting and the use of a variety of communication strategies is not fully explored in order to further support children's communication and language 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 children's activities and interactions with the childminder.

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Inspection activities

 Children's information, development records, accident, medical and attendance records were sampled.  Ongoing discussion with the childminder took place throughout the visit.  The inspector took account of the views of parents.

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Information about the setting

The childminder registered in 1993. She lives with her partner in Eastbourne, which is in East Sussex. The childminder uses the whole of the ground floor and an upstairs toilet for childminding. There is a fully enclosed garden available for outside play. The setting is close to shops, parks and transportation links.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She has nine children on roll, of these, eight are in the early years age range. The childminder supports children who are learning to speak English as an additional language.

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Information about the setting

The childminder has a level three qualification in Home Based Childcare.

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

 develop further the educational programme for communication and language, by using a variety of communication strategies, including signing and finding out greetings in children's home languages and using them in the setting.

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who attend

The childminder is very caring and friendly. She interacts well with very young children. She interacts with them at their own level, taking care to not over direct. This in turn allows them to confidently explore and develop their independence. She makes sure resources reflect the children's interests. For instance, older children bring in Compact Discs from home, which enables them to enjoy dancing and act out being their favourite pop stars. She also ensures that babies can easily access activity centres that they particularly like. As a result, children delight in their achievements and develop the confidence and motivation to make further attempts on their own.

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who attend

The childminder demonstrates a good understanding of promoting communication and language overall. She talks to young children about what she is doing, which helps them to associate actions with words. She uses their interest in the resources they play with to introduce and repeat new words, such as 'circle' and 'round'. This extends and increases the children's understanding and vocabulary. However, although she has completed training in baby talk and sign language, she does not use this regularly to support young children by using a variety of communication strategies.

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who attend

Children have good opportunities to explore and develop their skills in expressive art and design. Babies are able to use their senses and explore a treasure box of sensory materials, such as foam. They also have good opportunities to explore other materials, such as spaghetti and corn flour. This allows them to develop early writing skills and to squeeze and feel texture as they enjoy exploring the materials. Children also enjoy developing an understanding of space, shape and measure. They enjoy exciting activities such as baking biscuits where they count and measure out sugar using a spoon. Activities such as these enable them to develop the skills and attitudes they need to be successful learners in the future.

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who attend

The childminder uses a systematic approach to assessing children's progress and development. She takes photographs, examples of children's work and both impromptu and in-depth written observations, in all areas of learning.She regularly identifies their next steps in learning and completes summaries depicting the stage and age of development the children are in. The childminder then uses this information to help her tailor her planning to each child's individual needs; linking these to themes and topics and children's interests. She is fully aware of the requirement to carry out a written assessment of children's progress between the ages of two and three years and uses her six monthly summaries to implements the requirements well.

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who attend

The childminder involves parents in their children's learning well. She keeps them fully informed about children's progress and activities by regularly sharing developmental records. This includes sharing the children's next steps in learning and ideas to help them to extend their child's learning while at home. For example, she notes and discusses giving very young children opportunities to explore using their senses. Parents respond by informing her of the flashing lights they use to motivate their children. Parents share their children's interests and learning from home mainly through discussion. This appropriately helps the childminder to support these aspects of their learning in her setting. The childminder has an appropriate awareness and understanding of inclusion and how to ensure that all children, regardless of ability can actively be involved and challenged. She, through discussion, also demonstrates an appropriate understanding of working with

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who attend

children whose first language is not English. However, there are only a few opportunities provided for children to use their home language in the setting.

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

Young children demonstrate strong security, a sense of belonging and a positive relationship with the childminder. They are content. For example, they comfortably snuggle their heads upon the childminder's shoulder as they rouse from their sleep. Children are settled and display confidence and self esteem. For example, they seek out the childminder for reassurance when strangers are present. They also show pride in their achievements, smiling when they achieve a desired effect, such lifting the flaps on an activity centre. They are effectively developing the characteristics of good learners. They receive lots of praise and encouragement from the childminder, who is a good role model. The childminder uses good strategies to encourage positive relationships. She invites children to work on collaborative tasks in expressive art and design. For example, children work together to create a large map of a recent outing, which depicts what they observed.

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

The childminder has a wide selection of resources and equipment to meet the needs of all ages of children. The environment is very welcoming and used well, with children regularly using areas such as a child friendly conservatory. Here a range of low-level shelves where resources which are labelled in pictures and words are easily available. This in turn, effectively encourages children's choice and decision making skills.

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

The childminder promotes children's health well. She has suitable policies and procedures in place to underpin the care she offers. For example, she obtains written permission from parents to administer all medication and records details of what has been given. Young children learn effectively about keeping themselves safe through doing regular fire drills and through the childminder discussing and practicing with them sensible road safety procedures.

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

Children learn successfully about the importance of good personal hygiene practices through following everyday routines, such as washing their hands before meals. The childminder talks to young children about the reasons why hygiene is important as she caringly wipes their noses. Although all meals and drinks are provided by parents the childminder works effectively with them to ensure that children receive healthy and nutritious food. For example, she shares a food policy which encourages parents to provide healthy foods, by giving suggestions on what is a healthy pack lunch. Children have good opportunities to develop knowledge and understanding of healthy foods. For example, they enjoy participating in exciting activities such as making their own fresh fruit drinks. They are also able to develop a good understanding of the importance of being active. They have access to outdoor areas every day and regularly enjoy and gain

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

confidence and skills using the variety of resources. For example, slides, scooters and push-and-ride vehicles. They enjoy walks in the woods. Younger children also delight in joining in with action rhymes.

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

The childminder eases children's transitions to other early years settings extremely well. She is active in supporting parents in ensuring children are able to start in a school they are very familiar with, and with children they know. This successfully meets the children's individual needs and eases their transition.

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provision

The childminder has a good understanding of her responsibility to meet the learning and development requirements. However, there are some minor weaknesses in the programme for communication and language. Children's needs are met well and the systems in place to monitor the educational programme enables her to see if there are any gaps in children's achievement and addresses these when required. The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements. All required records are in place, including clear accident and attendance records. She has good systems in place to minimise risk to the children both inside and outside the premises. For example, safety gates are fitted on stairs and the kitchen area, external doors are kept locked at all times and she completes a record of any visitors to the setting. She has good knowledge and understanding of her

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provision

responsibilities regarding complaints and safeguarding children's welfare. She fully understands her responsibility to report any concerns about the welfare of the children in her care and has reference information readily available to use as needed. The childminder confidentially maintains and stores children's records appropriately. She ensures the suitability of all adults in the house.

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provision

The childminder has rigorous and effective systems for self-evaluation that inform the setting's priorities and are used to set challenging targets for improvement. She has evaluated her own knowledge and skills and completed additional training through the local authority training opportunities. For example, she has completed training in Behaviour Management, Observation and Assessment, Signing and Implementing the Early Years Foundation Stage. She has also completed the Ofsted self-evaluation form recently and has identified further areas for improvement, such as developing further her knowledge of baby development and improving systems for parents to share information on children's learning at home.

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provision

Information on the setting is shared very effectively. For example, daily activities and routines are display on a white board, parents sign copies of the written policies and procedures they receive and the childminder supports parent's understanding of children's development effectively. For example, she provides them with copies of the ages and stages of development, identified in the Development Matters Early Years Foundation Stage document. Parents think the childminder provides excellent care and promotes children's individuality. They state that she promotes older children's skills in literacy well by helping them write their name. They feel she also provides a wide range of activities both inside and outside the premises and would definitely recommend her service.

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provision

The extent to which the childminder works with other professionals to get a child the support they need is good. She regularly uses children's home books from school to identify their individual learning needs. She then uses this information to effectively support their development. For example, she discusses with older children about word- building using letter sounds and helps them to learn the words for their Easter songs. This gives children good opportunities to develop and consolidate their learning.

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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 108926 Local authority East Sussex Inspection number 845949 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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