Childminder in West Sussex

Inspection date

Previous inspection date 12/03/2014 Not Applicable

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early years provision

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

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This provision is good

 Children are happy and relaxed within the childminder's home, because of the good relationships established between them.  The childminder has a professional approach and organises her documentation effectively, supporting the smooth running of her setting.  Children thrive in an environment where their positive behaviour is consistently praised, enabling children to play harmoniously with one another.  The childminder works in close partnership with parents to enable her to be fully aware and supportive of children's individual needs.

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It is not yet outstanding because

 The childminder does not fully support children's developing use of linking words and sounds with print around 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 viewed the childminder's policies and procedures.  The inspector looked at the children's development records.

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Inspection activities

 The inspector held discussions with the childminder about children's activities and progress.

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Inspection activities

 The inspector observed the interaction between the minded children and the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her young child, in a residential area of Crawley, West Sussex. The family has two cats as pets. The ground floor of the childminder's home is used for childminding and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for one child in the early years age group who attends after school. She also offers care to other school aged children before and after school.

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

 support children's developing use of linking words and sounds by providing a range of print around the home to promote discussions and understanding.

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who attend

Children make good progress in the childminder's care as she has a secure understanding of their individual needs. The childminder makes effective use of information gathered from her observations and assessments, alongside information gained from parents and schools that children attend. This enables her to plan a range of activities in support of children's identified next steps in their learning. Due to these effective systems, she is able to demonstrate that children in her care are making good progress in their learning and development. This enables the childminder to build upon children's existing and developing skills. The childminder has a clear awareness of how to complete the progress check for children between the ages of two to three years of age, when this is appropriate.

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who attend

Children demonstrate a strong sense of belonging and show a thorough awareness of their routines. For example, they remove their outdoor shoes, change out of their school uniforms into their play clothes and settle down at their chosen play activity. Children spend sustained periods at their chosen activities, showing that they are content and enthused. For example, they enjoy looking and peeling off characterised stickers and making pictures with them. The childminder joins in with children's play. She talks to children about what they are doing, talking about the different stickers being used. This helps to develop and extend children's language skills and vocabulary. Children thoroughly enjoy drawing and practising their early writing skills in their own drawing books. They look at books and retell stories in their own words. However, children have limited opportunities to see written text in a variety of forms within the environment to support

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who attend

their developing understanding of linking letters to sounds.

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who attend

Children actively seek guidance when needed, showing that they are secure in the childminder's care. They welcome her interactions, for example, asking for help in dressing the dolls. Children have many opportunities to be creative. They enjoy painting activities and readily help set up the materials needed alongside the childminder. This shows their ability to take the lead in their self-chosen activities. The childminder is fully aware of when her input into activities could provide value but also when to leave children to play independently. This fully supports children's skills for the future.

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

Children thoroughly enjoy their time in the childminder's care. They have developed strong relationships with her due to the relaxed and homely environment that she provides. This enables them to relax and unwind following a day at school. The childminder supports children's understanding of developing harmonious relationships with her and others. Children are encouraged to think about how to show consideration and respect. They show support for one another as they help with tasks, for example setting the table for dinner. The childminder uses effective techniques to help children understand right from wrong. She distracts children when play becomes over excited and constantly praises children for their efforts and kind actions towards one another.

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

The childminder has an astute understanding of children's individual dietary needs. Children enjoy a range of healthy snack options on their return from school, enabling them to make good food choices. The childminder prepares a range of freshly prepared meals for the children, which they thoroughly enjoy. Mealtimes are a sociable and enjoyable occasion, helping children to develop good eating habits and routines. Children develop a good understanding of the need to follow hygiene routines to sustain their good health. They independently wash their hands in preparation for their meals and snacks. They use their own personalised hand towels to prevent the risk of infection. Children understand the importance of following clear rules to support their safety. For instance, they listen and carry out instructions when getting out of the car on their return from school.

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

The childminder makes the most of the space that she has available for the storage of toys and resources. Children readily choose toys so they can follow their own interests and desires. The childminder has a good understating of how to promote diversity and she provides a fully inclusive environment for the children in her care. She has an adequate range of resources to support children's awareness of diversity. However, she acknowledges that these resources do not fully support children's understanding of disability.

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provision

The childminder shows a clear and thorough understanding of the learning, development and safeguarding requirements of the Statutory framework of the Early Years Foundation Stage. The childminder has a secure knowledge and understanding of the requirements to safeguard children and her role and responsibilities within this area of her work. She keeps up to date with current legislation, using appropriate guidance, and incorporates this into her written safeguarding policy. The childminder fully assesses children's safety at all times within the home, on outings and during pickup and drop off periods at schools. Her written and visual assessments are thorough and fully support children's safety and well- being at all times. The childminder has begun to evaluate the service which she provides. She has used the online self-evaluation form which clearly highlights what is going well and areas that she is developing. She has a good awareness of her strengths and areas

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provision

that she has targeted for improvement. For example, developing the outdoor play space for children to incorporate children's awareness of nature through the growing and nurturing of plants.

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provision

The childminder effectively meets children's needs due to the positive working partnerships that she has developed with parents. The childminder provides parents with a wealth of information which details the operation of her setting. She requests that parents complete contract and information records, as well as signing consent forms. This enables the childminder to gain vital information about children's individual needs and requirements. The childminder keeps parents fully informed about their child's day and achievements through verbal discussions and text messages. The childminder has developed a system for liaising with other early years settings that children attend. She uses summary sheets which identify children's next steps in their learning and development in order to plan targeted activities This helps to ensure consistency in children's care and 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY465196 Local authority West Sussex Inspection number 928139 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 1

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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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