Childminder in West Sussex

Inspection date

Previous inspection date 23/05/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder forms secure relationships with the children in her care which makes them feel safe and valued.  The childminder effectively supports language development in young children which helps them to become confident communicators.  The childminder consistently implements her behaviour policy which motivates children to cooperate and to be considerate.

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It is not yet good because

 The childminder does not plan opportunities for children to make progress in their learning based on the next steps she has identified for them.  The childminder does not assess children's learning and development regularly to find out whether they are making progress or whether they need additional support.  The childminder does not monitor the educational programme she provides to ensure it covers all aspects of every area of learning.

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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 compulsory part 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 the childminder with the children.  The inspector discussed procedures with the childminder.  The inspector looked at a variety of records and documents

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Information about the setting

The childminder registered in 2013. She lives with her three year old son in a terraced house in Southwater, West Sussex. The house is close to Southwater country park, Horsham town and Southwater infant school. All of the downstairs of the home is used for childminding purposes, with the living room, kitchen and garden used as the main accommodation. Toilet facilities are available on the first floor. Children can sleep on the first floor. There is a garden available for outside play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently two children on roll.

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must:

 observe children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations.

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

 improve systems to monitor practice to ensure consistency of learning and children's progress.

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who attend

Children enjoy the activities prepared by the childminder and are keen to join in. They concentrate well for their ages showing that the activities are suitable for their stage of development. The childminder is skilled at supporting language development. For example, she uses interesting vocabulary during play and she models the children's pronunciation and grammar to help them learn. The childminder does not use planning to underpin her work which results in teaching opportunities being missed. She regularly identifies next steps which would benefit the children's development but she does not plan activities to meet these needs. For example, she has recorded which geometric shapes the children recognise and which shapes they don't yet know. She has not used this knowledge to create opportunities to teach squares and diamonds, and so children are not making as much progress as they could.

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who attend

The childminder teaches children to recognise their written names and to take turns with resources, which helps to prepare them for school. She teaches them new skills, such as how to use tongs, and she uses praise to motivate their learning effectively. This demonstrates that she has a good understanding of how children learn. The childminder completes the summary assessment for children between the ages of two and three years old as required but she does not formally assess the skills and abilities of children of other ages. She is therefore unable to monitor the children's progress over time. This could result in children's individual learning needs not being identified or met.

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who attend

The childminder uses a sticker system to show which area of learning is supported by each activity recorded in the learning journey. This gives her feedback that all areas of learning are represented over time, but there are no systems in place to evaluate her educational programme. This results in certain areas of learning being less well represented and children not having sufficient opportunities to make progress in these areas.

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

The childminder has formed secure relationships with the children she cares for, which makes them feel safe and valued. She consistently implements her well informed positive behaviour management strategies. This results in children understanding what is expected of them and striving to behave well. Children cooperate well during group games showing that their growing knowledge of necessary social skills. The childminder thoughtfully encourages children to become increasingly independent by providing steps so they can wash their hands without assistance. She gives them plenty of verbal encouragement to persevere with tasks independently, which promotes their confidence. She teaches them how to stay healthy by demonstrating thorough hand washing and by explaining healthy eating habits.

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

The childminder creates a safe environment for young children by minimising potential risks. For example, she uses a stair gate to ensure children cannot access the front door. She checks the environment daily to ensure it is safe and she has made emergency plans to keep the children safe in a variety of circumstances. As children explore their surroundings, the childminder teaches them how to keep themselves safe by explaining potential hazards. For example, when a child stands on the sofa, she explains that his socks could be slippery and cause him to fall off.

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

The childminder creates an inviting environment for the children by keeping labelled boxes of resources at child height so that children can access them whenever they like. Children have access to the well-equipped garden when the weather permits, and the childminder takes them on walks and outings. The childminder communicates with parents effectively to understand each child's individual care needs. For example, as a parent drops off her child after lunch, the childminder asks how long she slept for during the morning. This enables her to know whether the child will need more sleep during the afternoon.

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provision

The childminder understands her responsibility to promote the welfare and safety of the children in her care. This is reflected in the written policies she uses to guide her practice. For example, her detailed risk assessments show she has considered actual and potential hazards to the children while in her setting, while out on trips and while travelling. She demonstrates a secure understanding of the possible indicators of child abuse and how to make a referral, should she have concerns. She has training in food hygiene, first aid and safeguarding to comply with requirements and she has undertaken vetting checks. The childminder has completed a self-evaluation to understand the strengths and weaknesses of her provision. However, this does not identify all areas which require improvement and it does not focus on improving children's achievement.

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provision

The childminder has secure knowledge of the seven areas of learning and development but she does not use this to monitor her educational programme or to assess children's progress. Her sticker system is not detailed enough to ensure that all aspects of each area of learning are covered. This results in children not receiving the broad range of experiences they need to make progress in all areas. The childminder does not assess children's learning and development often enough to identify whether they are making progress or whether they need additional support. This prevents her from providing targeted interventions to improve children's achievement.

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provision

The childminder has devised successful strategies for communicating with parents verbally, by sharing documents and by text message. Parents say they are happy with her service. She has formed links with a local childminding network for support and advice, and she has access to local training opportunities. She seeks information from other settings attended by the children and she understands the importance of liaising with other professionals in improving the outcomes for children.

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The Childcare Register

The requirements for the compulsory 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 EY472076 Local authority West Sussex Inspection number 946648 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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