Childminder in West Sussex

Inspection date

Previous inspection date 17/06/2014 23/03/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 confident and happy in the care of the childminder because she takes time to carefully manage settling-in periods.  Children are independent learners because they choose what to play with from a wide range of toys and play equipment, and the childminder facilitates their play well.  Partnerships are strong, with the childminder sharing information with parents and other early years settings to make sure they provide consistent care for children.  Children become confident communicators as the childminder gives them good support in their language development and thinking skills.

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It is not yet outstanding because

 The childminder does not always fully extend opportunities for more reluctant children to engage in messy activities, which can sometimes restrict their choice.

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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 at play in the childminder's home.  The inspector sampled a range of documentation.  The inspector read letters from parents to gather their views.

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Information about the setting

The childminder registered in 2004. She lives with her husband and two school-aged children in Horsham, West Sussex. The ground floor of the property is available for childminding and children have access to the bathroom and toilet on the first floor. There is an enclosed garden for outside play. The family has a dog, cat and some rabbits. The childminder is within walking distance of local schools, shops and parks. She is currently minding seven children in the early years age group and works with an assistant. She also offers care to children aged over five years to 11 years. This provision is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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

 enhance the provision for expressive arts and design by providing a wider choice in messy activities to engage more reluctant children.

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who attend

The childminder has a good understanding of how to meet the learning and development requirements. She provides a broad range of interesting activities that cover all areas of learning and engages children in purposeful play. The childminder demonstrates strong skills in facilitating child-initiated play, and provides adult-led activities to extend children's experiences. This supports children to make good progress in their learning given their starting points and capabilities.

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who attend

The childminder has good teaching skills. She repeats key vocabulary very clearly for young children so that they can repeat and learn new words. The childminder plays at children's level and talks with them all the time. As a result, children expand their vocabulary and enjoy her praise when they use new words for the first time. The childminder is skilled at listening to children to be sure that they understand her and that she knows what they are saying. Children have time to think and respond, and know that the childminder will take account of what they say. This builds their confidence in communicating and helps them make independent choices. Children enjoy choosing from a wide range of activities. They enjoy using technological toys with push buttons, which create music and noises. Children also enjoy stories and books, looking at the pictures and naming the animals, or imitating the noises animals make. Children initiate singing

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who attend

activities and ask for favourite songs. Children join in with actions and signs, and get excited about repeating them. Children spontaneously count as they play. For example, when putting pencils and crayons away, they count them as they do so, and then count them out again. Children also learn about shape and size as they compare pictures they have drawn with their friends' pictures. The childminder provides a range of early writing activities, encouraging children to make patterns in marble painting, or draw shapes and pictures with pencils. As a result, children learn good pencil control and enjoy writing activities. The childminder is thoughtful in planning art activities for children who do not like messy play, providing materials that children can explore at their own pace. This builds their confidence slowly and encourages them to have a go. Although, the childminder does not provide a wider range of choices in messy play activities to fully

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who attend

The childminder works with parents when children start to establish their starting points, and makes close observations of children's achievements and abilities. The childminder relates her observations to areas of learning and identifies children's next steps. The childminder uses her experience, coupled with published guidance, to assess if children are achieving their expected levels of development. She then plans activities and shapes her teaching methods to encourage children to make progress. In this way, children with achievement gaps make rapid progress to meet their expected levels of development, and all children make good progress overall. The childminder writes summary reviews of children's progress to share with parents and undertakes a progress check when children are aged two.

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

The childminder is a very effective key person for children. She understands that the settling-in process is a crucial time for children and families, giving all the support she can to build children's confidence. This helps children to feel secure and separate confidently from parents. The childminder uses handover times very well to update her knowledge of children's changing routines, so that she can manage their sleep and feeding times effectively. This helps young children to feel settled and content. The childminder has created a learning environment where children can be independent, active learners. Good quality resources are stored at child height and children can choose from a wide range of interesting equipment. Children have space to play and know where further resources are stored should they need them. The childminder includes a variety of outings in her timetable, so that children benefit from exploring their local community. This gives

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

children an interesting and varied week.

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

Children have good opportunities to learn about healthy lifestyles. The childminder gets to know the detail of children's allergies or dietary preferences so that she can take care of their health. Children have regular snacks and meals throughout the day and have easy access to drinks as they play. Children take part in gardening activities so they understand where food comes from and can make healthy choices. Children adopt good hygiene habits because the childminder has well-established routines. She explains germs to children and how to keep themselves clean. Children benefit from a range of opportunities to support their physical development. The childminder has a wide range of physical play equipment indoors and outside to suit all ages. She also includes activities to support children's small muscle development so that they can practise their pencil grip to help their early writing. The childminder teaches children how to manage their personal

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

hygiene and behave in safe ways. For example, she encourages children to do as much of their dressing as they can by themselves.

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

Children's behaviour is good. The childminder has clear house rules to support sociable play and respect. As a result, even very young children understand how to take turns and share what they have. The childminder encourages shy children to be assertive and builds their confidence in cooperative play. Children enjoy taking responsibility for tidying up after themselves and happily respond if the childminder asks them to do something. The childminder uses lots of praise and encouragement with children, which builds their self- esteem. They show great pride when they achieve something new and are happy to persist when learning new skills. This means that children acquire the skills they need for their future learning.

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provision

The childminder has a good understanding of how to meet the safeguarding and welfare requirements. She has safeguarding policies and procedures to guide her should she have any concerns about the welfare of a child. The childminder shares these with parents so that they understand her duties and responsibilities. The childminder has a good system for adapting her provision and assessing the risks at each stage. For example, she notes when children are skilled at climbing the stairs and therefore do not need a safety gate anymore. The childminder employs an assistant who helps with some children's activities and with documentation. The childminder supervises the work of the assistant to make sure that their care and support for children is consistent. The childminder keeps children's records, registers and other paperwork in good order, which underpins children's well- being.

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provision

The childminder is very experienced and has a good understanding of how to support children's learning and play. She has addressed the recommendations from the last inspection very well; and continues to reflect on how each day has gone to note ideas for the future. The childminder attends short courses on topics that support children's well- being, such as health. She is able to evaluate her provision by considering how she is meeting children's needs and how she can adapt her teaching methods for different children. For example, she teaches specific techniques for physical skills with children who struggle to dress themselves. This helps her to make improvements that benefit children.

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provision

Parents receive detailed daily feedback about their children's activities and achievements. Parents particularly comment on the settling-in process and how confident they are that their children are well cared for, and how well the children are progressing. Parents work with the childminder on shared strategies to support children, for example, in their speech development and confidence. This is also true when children attend other early years settings. The childminder works with the key person and parents to share information. As a result, children enjoy very consistent care. The childminder knows how to access support from other professionals should children have additional needs.

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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 EY251235 Local authority West Sussex Inspection number 843487 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 10

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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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