Childminder in East Sussex

Inspection date

Previous inspection date 10/04/2013 17/12/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder, shows a clear understanding of the seven areas of learning and offers a balance of activities to support children in making good progress in their learning and development.  The childminder creates a friendly rapport with the children, which helps them to feel secure in her care and ready to learn.  Children's communication and language development are well supported by the childminder's continual reinforcement and repetition of words to develop their vocabularies.  Children are involved in a broad range of activities that help them make good progress in their overall development. They enjoy a good variety of outings that promote their learning.

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It is not yet outstanding because

 The childminder establishes children's starting points well but not until after they have started attending, so there is some delay in making plans for initial progress.  Written print in the form of names and labels is less evident in the learning environment to extend children's early reading skills.

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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 activities in the downstairs room.

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Inspection activities

 The inspector participated in detailed discussions with the childminder about the care and learning opportunities she provides for children.

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Inspection activities

 The inspector took into account the feedback from parents from their written comments.  The inspector reviewed a selection of the childminder's documentation.

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Information about the setting

The childminder registered in 2006. She lives with her husband and son in Eastbourne, East Sussex. The downstairs of the property is used for childminding with toilet facilities on this level. There is an enclosed garden for outdoor play. The childminder is registered on Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently seven children on roll, five of whom are in the early years age group. The childminder attends the local children's drop-in groups. The childminder collects children from the local school and attends toddler groups on a regular basis. The childminder holds an NVQ level 3 in children's care, learning and development. The family has two cats.

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

 Improve the procedures to gain an accurate assessment of children's prior skills, knowledge and understanding upon entry to the setting

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

 extend opportunities for children to become familiar with words and letters by using signs, notices and labels.

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who attend

The childminder has a good knowledge of the seven areas of learning and provides stimulating and interesting activities that capture and engage children's attention. She generally has effective systems in place to assess children's starting points and uses these to plan a variety of interesting activities to meet children's developmental needs. The childminder does not find out from parents the children's capabilities before they start with her however, in order to make the best possible provision for them on entry. She records observations of their play and achievements in a learning journal that parents are invited to contribute to. The childminder confidently uses the Development Matters in the Early Years Foundation Stage guidance to plan children's next steps in their learning. She has a good understanding of how to complete the progress check for children aged between two and three years. The childminder shares information with parents and carers to support

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who attend

children's leaning at home. She has daily discussions to share information about children's activities and achievements each day. Parents routinely share details about their children's current needs and are involved in helping identify aspects to develop further. Children are beginning to develop early writing skills as they make marks with a variety of media, such as chalk, pencils and crayons creating circles and lines on the easel. The childminder encourages them to increase the range of vocabulary they use and extend their sentences as she frequently repeats words back to children. Children enjoy choosing from the broad range of books and look at them independently. However, there are few other word labels on show. For example children's names and labels are not used on toys, to help them recognise familiar words.

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who attend

Children's days include a good variety of outings where they meet other people, use alternative play equipment and learn about the world around them. Children thoroughly enjoy these outdoor sessions and the childminder enhances their physical development by taking them regularly to the local park so they can use larger equipment and enjoy open spaces. Children develop an understanding of mathematical concepts through daily routines and play. Their early problem solving skills are further encouraged through the use of resources, such as shape sorters, and singing nursery rhymes. Children have opportunities to develop their skills in using technology as they play with electronic toys and games, for instance pop-up and press-button toys. These simple activities lay firm foundations for children's future learning and school readiness.

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

Children are happy in the care of the childminder because she is kind and gentle with them and supports their emotional needs very well. She works closely with parents to ensure that children feel secure and settled. Children behave in a manner which suggests they feel confident with the childminder. They enjoy close attention and cuddles. Children's individual likes, dislikes and home routines are discussed with parents so that these can be continued and accomodated in the setting. The childminder spends much of her time interacting with the children, which impacts on children's developing confidence and positive self-esteem. The childminder has lots of photographs of the children. This helps to support their sense of belonging as the childminder clearly values their achievements which she records through the photographs. Children's behaviour is good. The childminder is a good role model to the children, providing them with clear and

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

consistent boundaries, so they have clear messages about what is expected of them. Children are learning skills that will help their move into other settings such as school. Children enjoy regular trips to local play areas and places of interests. The childminder looks at what the children are interested in and what areas they need to progress in, and links this to the visits. Children enjoy various trips to farms and places of historic interest.

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

There is a wide range of good quality resources, sufficient for all the children to use and appropriate for their developmental ages. The childminder organises her resources and activities well to encourage children to become independent learners. Children use equipment such as paint, pens, pencils and chalks to develop their early writing skills. Children acquire useful skills for when they move on to the next stage in their early education. They develop good self-care skills as the childminder encourages them to put their own shoes and coats on and to make choices about the food they eat. Children receive much praise and encouragement from the childminder, which helps boost their self-esteem. All children show a strong sense of belonging at this setting. The childminder helps them to develop an understanding of how to keep themselves safe. For example, on outings children are encouraged to cross the roads safely. They practise the emergency

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

evacuation plan and this enables children to know how to respond in the event of an emergency.

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provision

Children are well safeguarded because the childminder has a strong knowledge of child protection issues. She is fully aware of her responsibilities with regard to supervising the children in her care and ensures that effective health and safety procedures are in place. The environment, both indoors and outside, is subject to the implementation of detailed risk assessments. The childminder regularly reviews the safety of the home and garden daily, as well as the activities and the outings she goes on.

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provision

The childminder has a good understanding of how to promote children's good progress in their learning and development. She has established clear systems to support her in monitoring children's progress. Overall, she organises her home well to meet the needs of the children in her care. The childminder implements clear policies and procedures that promote children's welfare and safety, which she shares with parents. The childminder has effectively identified strengths and weaknesses through self-evaluation. There are strong links between identified priorities and plans for improvement. For example, she shows a commitment to improving her skills, knowledge and practice by attending further training to help ensure that children make good progress in their learning.

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provision

The childminder has built strong relationships with parents. She is aware of where to seek additional support or advice if she had a concern about children's welfare or development. The childminder shares daily information on how the children have been and passes on any messages from the schools. She has developed written policies relating to her service, which she shares with parents keeping them informed of her responsibilities. The childminder communicates verbally with parents on a daily basis, this ensures that parents are fully aware of the care provided and the activities their children have encountered during the time spent with the childminder. Parents speak highly of her service and her commitment to meet their children's care needs in the written testimonials they have completed.

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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 EY331418 Local authority East Sussex Inspection number 815105 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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