Childminder in West Sussex

Inspection date

Previous inspection date 04/09/2013 26/04/2010

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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 is skilled at interacting with children and promoting their learning through play. As a result, children make good progress towards the early learning goals.  Children benefit from a well organised and child friendly play room as the childminder uses it well to promote their independence.  Children enjoy a wide variety of activities and learning experiences that reflect their current interests.  Children form strong emotional bonds with the childminder and as a result they are self-confident and feel secure.

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It is not yet outstanding because

 The childminder has not fully developed the outdoor area as an exciting place where children can develop their sensory skills and investigate the natural world.  The childminder has not made use of every opportunity to develop children's early reading skills by, for example, using words and labels in the play room.

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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 play room and outdoor learning environment.  The inspector discussed childcare practices with the childminder.

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Inspection activities

 The inspector sampled children's learning records and other relevant documentation.

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Inspection activities

 The inspector took account of the views of parents from the childminder's questionnaires.

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Information about the setting

The childminder registered in 2002. She has a recognised childcare qualification. The childminder occasionally works with an assistant. She lives with her husband and one teenage child. They live in a house in Rustington, West Sussex near to schools, parks, shops and public transport links. The whole of the ground floor of the property is used for childminding. There is an enclosed garden available for outside play. The childminder has tortoises and two dogs.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding seven children in the early years age range. The childminder also offers care to children aged up to 11 years. She attends local toddler groups on a regular basis. The childminder supports children with special educational needs and/or disabilities. She supports children who speak English as an additional language. The childminder is a member of an approved childminding network and is currently in receipt of funding for early education for three- and four-year- olds.

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

 extend the use of the outdoor area as a stimulating learning environment that supports children's all-round development and where they can explore the natural world

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

 increase the use of print and labelling to support children's developing literacy skills.

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who attend

The childminder works closely with new parents to help children settle in. She does this well and, as a result, children soon feel at home. The childminder makes sure she has resources that reflect children's interests. As a result, children enjoying being with the childminder and play happily. The childminder has good systems for observing and assessing children's ongoing progress. She successfully identifies learning priorities for each child. The childminder makes good use of the assessment process to provide challenging learning experiences that meet children's individual needs. She actively promotes children's learning as they play. The childminder gives good support to those children who are not reaching the expected stage of development for their age. This results in children making good progress in relation to their starting points. The childminder keeps parents well informed about their children's progress and encourages

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who attend

Children enjoy a wide range of fun activities that cover all areas of learning. They have plenty of opportunities to initiate their own play. The childminder encourages children to make choices and decisions about their play and this helps promote their independence. For example, they develop the pirate theme to make maps and telescopes, and do treasure hunts. The childminder thoughtfully provides additional resources and makes suggestions to extend children's thinking and play. For example, when children show an interest in the musical boat the childminder gets out the musical instruments for children to play along to the tunes they hear. Children follow the childminder's instructions as they make loud and quiet sounds with the shakers. Children develop a good sense of rhythm. The childminder competently and sensitively reinforces children's language skills as they talk about what they are doing. As a result, children become confident speakers who

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who attend

readily share their thoughts. Children like to listen to their favourite stories and develop a love of books. However, the childminder has not extended children's early literacy skills by, for example, labelling the toy boxes to include words.

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

The childminder is kind, caring and friendly. Children relate well to the childminder and form strong bonds with her. They show a strong sense of belonging and safety as they confidently move around the environment. Children develop good social skills. They play well together and are good at sharing resources. They respond readily when the childminder says 'shall we give them back, as he had them first'. Children take turns as they press the button on the boat to make the tunes and sounds play. They learn to respect and value differences through planned activities and discussion. For example, children take part in craft and cooking activities where they find out about different cultural festivals.

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

The childminder uses the play room effectively to meet children's needs and support their all-round development. Children develop good levels of independence as the childminder has a good range of easily accessible toys for them to choose from. Children become absorbed in purposeful play and get excited when joining in activities. Children develop well in the skills they need to prepare them for school. They are keen to do things for themselves. This is seen when they respond by saying 'I can' when the childminder asks if she should put something in the bin for the child.

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

Children enjoy the freedom to play indoors or outdoors as they wish. However, the outdoor area is slightly less attractive and interesting for children. The childminder has not fully developed this area to promote children's all round learning. This means there are fewer opportunities for children to explore their senses and investigate the natural world. Children enjoy exercise and active play outside in the fresh air. They develop good physical skills and control as they move their bodies in different ways. Children enjoy many outings to places of interest such as the river, woods, beach and parks. They develop a good awareness of how to stay safe when they go on outings. For example, the childminder teaches them how to react to strange dogs and how to cross roads.

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

The childminder actively promotes healthy lifestyles. She encourages children to eat healthily and some of them help prepare their own meals. Children adopt good personal hygiene practices such as washing their hands before eating and after handling the pets. For example, they help bathe the baby tortoises and then wash their hands after they have finished. Children develop a good understanding of sun safety, as they know they should wear their hats when playing outside in the sun.

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provision

The childminder has a good working knowledge of the safeguarding and welfare requirements and competently meets them. She has completed safeguarding training so shows a good awareness of what to do if she has a child protection concern. The childminder takes robust steps to identify and effectively minimise hazards to children. This means that children play in a child friendly and secure environment. The childminder supervises children well at home and on outings. She has good safety procedures for keeping children safe on school runs. The childminder maintains all the required documentation in a professional and organised manner. She makes good use of her records to keep parents well informed about their children's welfare.

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provision

The childminder uses a varied range of ways to communicate effectively with parents. These methods include monthly newsletters, verbal feedback and the sharing of her policies. Parents give very positive comments about the childminder. Parents say they like seeing the photographs of activities and are 'happy with the communication'. They also say they like the daily diaries used with parents of younger children as it helps them provide consistent care.

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provision

The childminder has good procedures for the two-way sharing of useful information with other settings. They share learning priorities and concerns about individual children. This enables them to work effectively together to meet children's individual learning and care needs. The childminder also has good procedures for working closely with agencies to give additional well-targeted support to those children who need it.

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provision

The childminder competently monitors and reviews her educational programme. She makes good use of her observation and assessment systems to identify and narrow any gaps in children's learning. The childminder thoughtfully assesses her own interaction with children to make sure she is meeting children's needs and giving them the support they require. She is keen to continue to develop her knowledge and skills by accessing further training. The childminder gains good ideas and advice from other childminders that she uses successfully to improve outcomes for children. She shows a strong capacity to continue to develop her practices and the quality of care for children. For example, the childminder is currently reviewing the growing area in the garden to see how she can make it more accessible for all children.

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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 EY219321 Local authority West Sussex Inspection number 930971 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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