Childminder in West Sussex

Inspection date

Previous inspection date 23/04/2014 22/07/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder's understanding and her policies regarding safeguarding children and managing their behaviour are weak. Therefore, children's welfare is at risk and they are not effectively learning to manage their own behaviour.  The childminder does not assess all risks to children effectively or demonstrate that staffing arrangements meet the required ratios. This means she does not effectively promote children's safety, health and learning.  The childminder does not obtain the required written consent from parents to administer all medication. She and her assistant do not hold a current first-aid qualification and the contents of the first-aid kit are not appropriate. This means children's health cannot be assured and their access to appropriate first-aid treatment is not adequate.  The childminder and her assistant do not always use their records effectively and interact with all children to respond guide and assess children's development

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This provision is inadequate

appropriately.  Evaluation is very weak and does not identify key areas for development. This means that the continuous improvement of outcomes for children is extremely limited.

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It has the following strengths

 Children develop secure emotional attachments with the childminder and her assistant and are developing an understanding of healthy eating as they help to prepare their own meals.

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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 children's activities in the lounge, dining room, kitchen and outside area, and the childminder's, and her assistant's, interactions with them.

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Inspection activities

 The inspector sampled a range of documentation, including medication and accident records, and children's attendance records.

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Inspection activities

 The inspector held ongoing discussions with the childminder throughout the inspection, including discussions about safeguarding issues.

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Information about the setting

The childminder registered in 2005. She lives with her husband and her two children. They live in Goring, which is in Worthing, West Sussex. The setting is within walking distance of local schools, parks and shops. The childminder uses the whole of the house for childminding. There is a rear garden available for outdoor play. She has two cats, two dogs, and rabbits as family pets.

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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 currently has 11 children on roll in the early years age range and offers care to children up to 11 years of age.

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must:

 improve knowledge and understanding of the procedures to follow to safeguard children, and devise and implement an up-to-date policy and procedures for safeguarding children

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must:

 review the risk assessment to ensure all risks to children are effectively minimised, with particular reference to the storage of building materials in the outside play area

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must:

 demonstrate that staffing arrangements meet the required adult to child ratios

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must:

 ensure prior written consent from parents is obtained before administering any medicines to children

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must:

 improve knowledge and understanding of appropriate behaviour management strategies, particularly when dealing with inappropriate behaviour, and devise and implement an appropriate policy and procedures to manage children's behaviour effectively

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must:

 ensure the first-aid kit is stocked with appropriate content for use with children

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must:

 complete an appropriate local authority approved paediatric first-aid course and ensure any assistant who might be in sole charge of children for any period of time holds a current paediatric first-aid certificate

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must:

 improve practice to respond to each child's emerging needs and interests, guiding their development through positive interaction

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must:

 improve knowledge and understanding of evaluation processes to clearly identify strengths and weaknesses to drive improvement, and develop a robust system for supervision, which fosters a culture of mutual support, team work and continuous improvement to improve outcomes for children

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must:

 improve the assessment system to ensure information regarding children's progress and development is continuously available in order to address any developmental needs that may arise with relevant professionals

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who attend

The childminder does not have an adequate understanding of how to support children's learning and development. The childminder and her assistant do not effectively interact with some children. Although the childminder welcomes younger children into activities with older children, she does not fully interact and respond to their emerging needs. For instance, young children who join story time are rarely encouraged to participate by the adults showing them the book or by encouraging them to identify objects, despite the children showing their interest. As a result, children's understanding and learning is not supported, and they become bored and quickly turn to restless behaviour, such as climbing on sofas. In addition to this, when the assistant is with young children in the outside area, he spends more time engaged in a supervisory role. Nonetheless, he does find children a piece of chalk and very briefly shows them how to make marks. This lack of

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who attend

effective interaction means children are not always challenged effectively and this limits them in developing to their potential. In addition to this, children's safety is at risk due to the childminder not meeting a number of safeguarding and welfare requirements. This means that children are restricted in acquiring the skills and capacity to develop and be ready for their next stages in learning.

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who attend

The childminder and her assistant demonstrate some positive aspects to their teaching. They spend some time at the children's level, such as when reading stories to the children, and promote some aspects of communication and language appropriately. For example, they ask meaningful questions, such as 'What colour is it?' and 'Which animal roars and which animal squeaks?' As a result, older children consolidate some of their vocabulary by naming the things that they can see in the book. With toddlers, the childminder and the assistant introduce and repeat some new words, such as asking them 'are you going into the house?' This method encourages children to develop their vocabulary and communication skills. With older children, the childminder successfully supports their confidence to use speech by actively encouraging them to voice their wants or needs. For example, the childminder asks children if they want to read a book alone or if they want

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who attend

The childminder uses assessment and planning systems to identify what activities children do and records these in individual tracking books. This helps her, and the assistant, to identify the children's next steps in areas of their learning and to plan to meet these needs. Children's learning records are regularly sent home with parents for them to review. However, as a result of this system, there are times when the childminder and her assistant do not always have a clear reminder of what each child needs to learn next, or of how to plan for this learning and monitor their development.

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who attend

The childminder has some appropriate systems in place for encouraging a joint approach in supporting children's learning. For example, she discusses the children's learning needs identified at home with parents and shares her observations of children's achievements. This helps parents in extending and consolidating their children's learning at home. Through discussion, the childminder demonstrates she works collaboratively with parents in supporting children who speak different languages at home. For example, the childminder obtains words in the children's home languages from their parents and supports these with visual aids. This shows the childminder values children's home language development.

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who attend

The childminder provides a range of activities and resources that capture children's interests and hold their attention. For example, children have access to a slide, a rocker and play house in the garden. These resources help children develop their imagination and physical development. Children develop their confidence as they explore. For example, the childminder shows them the toys and activities that are available and encourages them to make choices and decisions about what they want to play with. This helps children learn to play independently. Children enjoy helping to prepare some of their meals and develop some hand control when buttering their bread and placing their choice of fillings in their sandwiches. They gain an understanding of numbers as they count items in the books they read. The childminder takes children on visits to local parks and gardens to promote their understanding of the world around them. Such excursions support children's physical

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who attend

development, in addition to broadening children's experiences and helping them to develop their understanding of their local community.

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

The childminder is in breach of several safeguarding and welfare requirements of the Early Years Foundation Stage and the associated requirements of the Childcare Register. She does not obtain the required written permission from parents for her to administer medication, which compromises children's welfare. In addition, although she is booked on to an appropriate course in the coming weeks, she has allowed both her, and the assistant's, first-aid qualifications to lapse. Furthermore, the contents of her first-aid kit are not appropriate to treat children's accidents. Hence, children are not always able to receive medication and first-aid treatment safely. In addition to this, the childminder is unable to demonstrate that she meets the required adult-to-child ratios at all times to ensure children's safety and welfare. Therefore, she does not always meet their individual needs. Consequently, children's well-being cannot be assured.

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

The childminder and the assistant promote some aspects of children's behaviour. For example, they are polite to the children, encourage good manners and praise children for their efforts and achievements during activities. However, through discussion, the childminder demonstrates that she does not have a secure and up-to-date understanding of managing children's inappropriate behaviour. For example, younger children are offered distractions to guide their behaviour, but when older children continually engage in negative behaviour, she asks them to sit and contemplate their behaviour in a specific place, which is at the bottom of her stairs. This approach does not help to build-up the older children's self-esteem. As a result, these children are not developing an appropriate understanding of managing their own behaviour.

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

The childminder implements some effective strategies to help new children settle in. She encourages parents to participate in settling-in visits and finds out about their children's care routines and individual needs. This enables her to develop appropriate understanding of children's individual needs and to meet these. As a result, younger children demonstrate appropriate emotional bonds with the both the childminder and the assistant. For example, they happily initiate sitting upon the childminder's knee and laugh and play with both the childminder and the assistant. This shows they feel emotionally secure. The indoor learning environment helps children make some progress towards the early learning goals. Children are able to develop some independence by selecting some choices of activities from a range of toys and resources placed around the room in covered storage boxes.

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

The childminder teaches children some appropriate self-care skills. Younger children develop understanding of the importance of good hygiene by participating and co- operating in everyday routines, such as washing their hands before meals. The childminder provides a healthy selection of food during their meals to help maintain children's good heath. For example, she provides home cooked main meals, such as shepherd's pie with vegetables, and a selection of fruit for their snacks and some desserts. The childminder encourages more able children to help prepare some of their meals, as part of their learning about healthy lifestyles. She also provides good opportunities for children to play outside in the fresh air, operating a free-flow system from the inside to the outside areas. This helps children develop their physical skills and gain a positive attitude to being outdoors in readiness for the next stage in their learning.

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

Through discussion, the childminder demonstrates that she helps children prepare for their move into school or pre-school settings. She talks with them about the move in a positive way and adopts some of the other settings' learning techniques. For example, by using letter forming sheets and opportunities for name recognition, the childminder helps to ease any fears that children may have so they can move on to their next stage of learning smoothly.

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provision

The childminder has an inadequate understanding overall of her responsibilities in meeting the learning and development requirements. There are weaknesses in the interactions between the adults and the children, and the arrangements for assessing children's progress. These, in turn, restrict the children from making sufficient progress in all areas of their learning from their starting points. The childminder's knowledge and understanding of implementing the safeguarding and welfare requirements is also inadequate. This lack of knowledge results in a number of breaches of requirements of the Early Years Foundation Stage, some of which are also breaches of the Childcare Register.

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provision

The inspection took place as a result of a complaint raised to Ofsted relating to general suitability matters, managing children's behaviour and information for parents and carers. Evidence gathered at the inspection found that the complaint was not directly related to the childcare setting, as it did not relate to minded children. However, the inspection found that the complaint did relate to the childminder's behaviour towards another adult. The childminder communicated a text message to a parent of a school-age child, which was in response to a behaviour related incident involving her own school-age child. As this message did not relate to any of the minded children, there is no significant impact on the children attending the setting. However, as part of the inspection, evidence came to light that the childminder does not have a full understanding of appropriate behaviour management. This particularly relates to the strategies she uses when dealing with

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provision

minded children's inappropriate behaviour. This is because she uses a 'naughty step' during a 'time-out' procedure which she sometimes implements for older children's consistently inappropriate behaviour. The result of this is that the childminder does not promote children's self-esteem and demonstrates an inability to manage their behaviour suitably.

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provision

The inspection found that there were suitable arrangements in place to ensure that people looking after children were suitable to do so. For example, the childminder informs Ofsted when employing an assistant, so that the regulator can undertake the necessary vetting procedures. The childminder confirms through discussion that the assistant works by her side at all times. She also demonstrates that the assistant has previously undertaken training regarding aspects of safeguarding and first aid and therefore has gained some additional knowledge and understanding in these areas. The inspection also found that the information on the setting is shared appropriately with parents overall. For example, the childminder provides a website that contains general information about activities and routines in her setting, as well as the range, type of activities and experiences, and the food and drinks she provides. In addition to this, details of her policies and procedures are

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provision

available in writing in the setting. The childminder states that she talks these through with parents when they first come to the setting and they can have copies of these if they wish. This helps to ensure a cohesive approach to children's care and learning.

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provision

The childminder takes some positive actions to help keep children safe. For example, she has fitted safety gates to her stairs. In addition to this, she and the assistant reduce risks to children when on outings by going to places they are familiar with. This is so they are aware of any dangers and can talk to older children about these to help keep them safe. However, although the childminder has attended some safeguarding training in the past her current knowledge regarding procedures to follow when concerns are raised with children or with adults in the setting is weak. This means children are not fully protected. In addition to this, she has allowed her, and her assistant's, first aid qualifications to lapse and the contents of her first-aid kit to become out of date. Furthermore, she is not able to demonstrate that adult-to-child ratios always meet requirements in order to supervise children adequately and meet their needs. Also, the childminder's risk assessment of the

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provision

premises is not effective with regard to the storage of building materials in the outside area. These are all breaches of the safeguarding and welfare requirements and compromise children's care and education.

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provision

The childminder demonstrates little understanding of evaluating and improving the provision overall and, therefore, has not set any targets for improvement in the outcomes for children. For example, although she asks parents for feedback when their children are leaving, she is yet to fully investigate their views and ideas. There are some arrangements in place for the supervision of the assistant. For example, she works alongside him giving some support to improve practice. The childminder also promotes some aspects of the assistant's professional development, as well as her own, and takes action to support this. For example, she has identified that the first-aid qualification has recently lapsed and has booked a new first-aid course for her and the assistant to attend. Overall, however, evaluation systems are ineffective in identifying several breaches in the requirements of the Early Years Foundation Stage that affect children's safety and progress.

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provision

The childminder provides information for parents about the setting appropriately, including her policies and procedures. This communication helps make everyone be aware of her responsibilities. The childminder understands the need to work with other professionals involved with the children. For example, she describes how one of the children also attends a local pre-school, and she discusses any concerns when collecting them from the setting. She also describes how she would approach any other professional involved in the children's care and learning in order to support a child in her setting, with parents' consent.

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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:

 implement an appropriate written statement of procedures to be followed for the protection of children intended to safeguard children being cared for from abuse or neglect (compulsory part of the Childcare Register)  undertake a risk assessment of the premises and equipment, immediately, where the need for an assessment arises (compulsory part of the Childcare Register)  ensure a record is held of written consent from parents to administer any medication (compulsory part of the Childcare Register)  ensure an appropriate first-aid qualification is held (compulsory part of the Childcare Register)  implement an appropriate written statement of procedures to be followed for the protection of children intended to safeguard children being cared for from abuse or neglect (voluntary part of the Childcare Register)  undertake a risk assessment of the premises and equipment, immediately, where the need for an assessment arises (voluntary part of the Childcare Register)

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

 ensure a record is held of written consent from parents to administer any medication (voluntary part of the Childcare Register)  ensure an appropriate first-aid qualification is held (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 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 EY300656 Local authority West Sussex Inspection number 966978 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 19

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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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