Childminder in West Sussex

Inspection date

Previous inspection date 27/03/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder establishes positive relationships with children so they are very happy and settled in her care.  Children behave well as the childminder is attentive to their needs and ensures they are stimulated with activities of their choice.  The childminder provides a welcoming home environment in which children relax as they learn through play.

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It is not yet good because

 the childminder does not use her observations to effectively to plan purposeful play to maximise children's learning opportunities  the risk assessments do not identify all risks in the home.

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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 discussed the childminder's practice with her, including how she supports children's learning and development.  The inspector observed children at play and having a snack.  The inspector sampled the childminder's documentation.  The inspector viewed the rooms used by children.

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Information about the setting

The childminder registered in 2012 and lives with her adult son in Horsham, West Sussex. The whole of the ground floor of the home is used for childminding purposes, with bathroom facilities and one bedroom used for sleep on the first floor. Children are taken out daily for walks and to local parks. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is currently caring for three children in the early years age range on a part-time basis during the week.

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must:

 use observations to inform planning, to provide a balance of adult led and child initiated play in all areas of learning to help children make good progress

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must:

 ensure risk assessments identify aspects of the environment that need to be checked on a regular basis, and how the risk will be removed or minimised, with particular regard to the kitchen

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who attend

Children are happy and totally at ease in the childminder's care. They immediately settle on arrival as they are greeted warmly by both the childminder and other children present. Children make satisfactory progress with their learning as the childminder understands, and sensitively supports, their individual learning needs. She encourages them to take part in a variety of activities and to learn through play experiences, both in and outside the home.

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who attend

Children are active learners and show an interest in toys, and how they work. They push buttons on interactive toys and listen as they hear the numbers. The childminder watches children play and sensitively supports learning. She talks to them clearly as she shows children the 'off' button, emphasising the word 'off' to reinforce the link between the action and spoken word. The childminder understands how to support children with English as an additional language. She speaks clearly to children, with appropriate eye contact, and uses picture clues to reinforce what she is saying. Children understand what she says to them and take a keen interest in what she says and does. They notice her writing so the childminder explains to them what she is doing and that she is using a pen to do it. Children enjoy the opportunity to try early writing skills. The childminder draws around their hand and develops children's understanding of number as she counts their

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who attend

fingers. She writes their name on their paper to develop their understanding of print carrying meaning.

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who attend

The childminder has begun to make observations of what the children do. However, she does not use her observations to evaluate where children are in their development and to plan activities that will enable them to make good progress. Play is very much child led, and the childminder is happy to provide activities that children want to do. She does not plan specific play to help children take their next steps in learning and enable them to gain the skills they need for future learning at school. Parents share initial information about their child's starting points verbally and by sharing their child's health development record. The childminder keeps parents involved with their child's activities by sharing information in a daily message book and through daily discussion.

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who attend

Children show a desire to develop their physical skills. They pull themselves to standing to develop strength in their legs in readiness for walking. They have fun developing their smaller muscle development as they play with stacking beakers. Children absorb themselves trying to place a block in a hole and show perseverance as they try repeatedly. The childminder gives them time to try and then leads them to achieve by demonstrating putting a block through a hoop. Children then successfully imitate her actions, giving them renewed confidence to manipulate hand-size objects. They engage in imaginary play with dolls, pushing a toy buggy around as if going on a walk. The childminder takes children out regularly, for example to 'rhyme time' at the library and to music and movement sessions. These outings enable children to develop their understanding of the wider world and to develop their social skills mixing with others.

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

Children's emotional well-being is effectively promoted by the childminder. She has positive relationships with children and they are happy and settled in her care. The childminder is flexible with her settling-in procedures to meet the needs of children and their parents. Children visit with their parents until they are familiar with the childminder and her home and feel comfortable to be left. The childminder finds out about children's usual daily routines and any particular needs they may have, for example regarding dietary requirements, so she can cater for them. The childminder is kind and calm and acts as a positive role model. Children take their lead from her and older children show kindness to those younger than them, as they carry their bag into the room and give them a gentle cuddle in welcome. Children behave well as they take part in active play. They have use of a sufficient range of age appropriate resources that promote skill development

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

in all areas. Resources are set out at low level so children can choose what to play with.

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

The childminder does not currently use her garden as it is overgrown with brambles at the end and so she takes children out daily for fresh air and exercise. She works in partnership with parents to provide children with healthy meals and snacks, to support their growth and understanding of a healthy lifestyle. Children learn about routine hygiene practice as the childminder cleans their hands before they eat a snack of fruit. They drink freely when thirsty, carefully holding their drink container so as not to spill any. Children turn readily to the childminder for support and cuddles showing they feel safe in her care. They learn about safety through discussion with the childminder and as they observe her safety procedures. For example, as she secures them in their high chairs to eat and as she holds their hands for support while they carefully use the stairs. Children are moving towards independence in readiness for their next stages of learning. They use cutlery to help

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

prepare and feed themselves their snack. Children fetch tissues to wipe their nose and understand the need to dispose of the tissue in the bin. However, the childminder has not taken steps to make all areas of the kitchen safe, to further support children's independence.

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provision

The childminder has a developing understanding of the safeguarding and welfare requirements. She understands the procedures to follow with any concerns and has a written policy to underpin her practice in protecting children from harm. All adults in the home have been checked and the childminder has risk assessed her home for safety. She has a safety gate to prevent children from using the stairs. Children sometimes use the kitchen bin to dispose of used tissues. Hazardous cleaning materials are stored in unsecured low-level cupboards and the childminder has failed to consider this in her risk assessment. However, the childminder supervises children well, so there is no direct impact on their safety. This means that a requirement of the Childcare Register is not met. The childminder has a current first aid certificate so she can deal with any minor accidents children may have.

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provision

The childminder has made a satisfactory start to her childminding career and is developing positive relationships with parents. She shares all her written policies with them and provides them with daily feedback about their child. The childminder understands how children learn and interacts with them as they play, for example asking questions to stimulate their thinking. She keeps some written observations of children's achievements and provides them with a variety of learning experiences. However, she does not maximise children's learning opportunities through systematically planned play in all areas. The childminder is keen to develop her practice and recognises her strengths and areas for development. Since registration, she has obtained more equipment and as children have entered into her care, she has assessed what they like to do. This has enabled the childminder to provide toys that interest children. The childminder obtains feedback

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provision

verbally from parents about her practice. Using this information, she has developed an action plan for future development. She is planning to clear her garden ready for use, would like to access further training and is liaising with another childminder to develop her understanding of childminding practice.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register)

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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 EY446695 Local authority West Sussex Inspection number 885601 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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