Childminder in West Sussex

Inspection date

Previous inspection date 01/04/2014 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

 The childminder talks continuously to children so they hear a rich vocabulary and develop good skills for communication.  Careful planning means the childminder provides suitable challenges and interesting activities for each child.  Children spend lots of time outdoors so they learn to enjoy being and feeling healthy.  The childminder is a good role model for how to behave calmly and respectfully.

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It is not yet outstanding because

 The childminder has a limited selection of natural resources for babies and young children to explore and feel a variety of interesting textures.

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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 garden and the childminder's house.  The inspector had discussions with the childminder and children.

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Inspection activities

 The inspector sampled a range of documentation including children'srecords, policies and the childminder's self evaluation.

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Information about the setting

The childminder registered in 2013. She lives with her husband and two young children in Shoreham-by-sea, West Sussex, close to shops, parks, schools and public transport links. The ground floor of the childminder's home is used for childminding, and upstairs for bathroom and sleeping babies. There is a garden for outdoor play. She has some fish in a tank. The childminder is currently minding one child in the early years age range and two children before and two children after school. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from the local school and attends several local groups and the library on a regular basis.

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

 improve the range of objects of natural materials and of various textures for babies to explore and compare

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who attend

Children enjoy a wide range of activities and experiences that meet their individual learning needs. When the childminder first cares for children, she observes them to find out what they can do and asks their parents what they like to do so she can provide appropriate activities and resources for them. The childminder continues to observe and monitor children's milestones and plans activities that will challenge them appropriately so they constantly make good progress in their learning. The childminder regularly exchanges information with the children's parents about their development so they each know what the children are enjoying and learning, whether at home or with the childminder. The childminder is aware of the need to complete an assessment of children's progress after their second birthday to identify any areas they may need additional support. The childminder focuses her planning for babies on the prime areas of learning. She supports

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who attend

them and nurtures their personal and emotional skills so they gain in confidence and develop sociable relationships. The childminder encourages children's physical development well. She takes them to local groups to play on large apparatus and in the garden to climb, ride and be active. The childminder helps children and babies gain control of their bodies. She gives them time on the floor to practise rolling and crawling and encourages them by placing interesting toys just out of reach. Babies stretch and wriggle until they reach them and press the buttons to make the figures pop up as a reward for their efforts. The childminder is adaptable and varies the activities to maintain children's interest, especially for babies who have a shorter attention span. The childminder provides children and babies with interesting treasure boxes with objects to examine, such as wool and strainers. However, she has few other natural resources such as shells, stones or pine

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who attend

cones for children to feel their textures and use all their senses to explore. The childminder supports children's play very well; she talks to them about what is happening around them, introducing language constantly. For example, she asks 'who's that' when they are looking at a book with a mirror in and babies see their own reflection. The childminder understands the importance of language in the formative years and repeats children's verbal sounds to help develop their language and encourage them to communicate. Her constant talking and reading with the children creates an environment rich with language. The childminder makes sure all children are included in whatever is going on. For example, when she is on a seesaw with children in the garden, she asks babies nearby watching, if they can see her and sings 'seesaw Marjorie daw'. The childminder then sits the babies on her lap as she rocks back and forth, singing as they

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who attend

smile and reach out to the other children, all enjoying each other's company.

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

The childminder takes time to help children settle in her care. She invites them to stay for lunch with their parents, to spend an extended period together and all get to know each other. The childminder displays pictures of the children's families for them to look at for reassurance and so they feel safe and confident. The childminder supports children's play and plans routines that suit their individual needs. Children behave well and cooperate with each other. The childminder plays games that help them learn to share and take turns and role models being respectful and considerate. Older children help the childminder compile the house rules so they take ownership of them and feel included. The childminder gives children gentle reminders of how to move and play so they stay safe, such as not running indoors. The childminder has created an enabling environment that is well resourced in all areas of learning. Children can make choices from an album of

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

photos or from the labelled containers of resources that babies enjoy peeling off. The childminder has begun to replace some replica resources with real versions. Children play with real coins in the shop and sell real packages of foods adding authenticity to their games.

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

The childminder encourages children to play outside whenever they choose. They paint the fence with water doing large-scale mark making, climb ride and slide on equipment to develop their physical skills and learn that being healthy is good fun. The childminder eats her healthy meals with the children so she role models eating well. Children eat food that is provided by their parents so meets all their dietary requirements. The childminder helps children to be ready for school by encouraging their independence and confidence. She makes sure they can recognise their names and manage their personal care needs so they are not dependent on others. The childminder constantly praises children to encourage them and give them confidence. She treats every child as an individual, encouraging them to make friends and be sociable, by attending local groups in preparation for being in a class of other children, when they go to school.

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provision

The childminder has familiarised herself with the requirements of the Statutory framework for the Early Years Foundation Stage so she can effectively meet children's learning and development and welfare needs. Since registration, she has attended several courses that demonstrate her commitment to her own professional development. The childminder now has a better understanding of how children learn and is aware that she has a considerable impact on children's learning and development. For example, she knows that action and number rhymes are important for children's development in the prime areas of learning. The childminder has begun to evaluate her practice and identified further training needs to continue her own learning journey. She asks parents for their views and they speak highly of her, pleased with how well their children have settled in her care.

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provision

The childminder has developed good partnerships with parents and shares regularly information with them about the children through the use of a daily diary and discussion. She shares her policy file with parents that include an explanation of their importance in building effective partnerships for working together. The childminder keeps her home safe for children and checks it regularly by conducting risk assessments. She has attended an 'introduction to safeguarding' and a 'designated person' training course. As a result, the childminder has improved her knowledge of identifying children at risk of harm and has clearly defined procedures to direct her in what action to take to keep them safe.

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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 EY465448 Local authority West Sussex Inspection number 936298 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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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