Childminder in West Sussex

Inspection date

Previous inspection date 24/06/2014 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder takes positive steps to minimise risk and promote children's safety which soundly promotes their well-being.  The childminder develops positive relationships with the children. Therefore, children develop confidence and enjoy their time in her care.  The childminder has an enthusiastic approach to childminding and provides a warm, welcoming environment for children where they can play and learn.

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It is not yet good because

 The childminder's systems for assessment are weak and, therefore, she is unsure about how well children progress in their learning and development.  There is a lack of adequate resources for babies to fully challenge their learning and development.  The childminder misses opportunities to interact with children to develop their knowledge about shape and colour. Therefore, she does not consistently challenge children to think and respond to her questions at such times.

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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 held discussions with parents about their views on the care their children receive.  The inspector viewed all areas of the home used for childminding.  The inspector viewed all policies and procedures.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder registered in 2013. She lives with her husband and four children in Horsham, West Sussex. The family has a guinea pig. The ground floor of the home is used for childminding purposes where children have access to a lounge, dining room and designated playroom. Bathroom facilities are located on the ground floor. Children have daily opportunities for outdoor play in the garden and at local parks. There are currently three children on roll. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register.

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must:

 ensure assessment of children clearly demonstrates how they are making progress and highlights areas for development

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must:

 ensure that adequate resources are provided for babies to challenge their learning and development.

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

 interact more with children during everyday activities to encourage them to think, and to enhance their communication and language skills.

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who attend

The children arrive happily and settle with the childminder immediately, which shows that they feel safe in their environment and separate from their parents with ease. The childminder provides some resources and toys for the babies to play with, and they are able to choose from those available. However, she does not provide a sufficient variety of resources to challenge babies and help them to progress in all areas of their learning. The childminder has a sound understanding of the seven areas of learning and plans activities weekly for the children to participate in. She records observations of the children participating in the activities that she has on offer. However, she does not use the information gathered during these observations effectively to ensure that further learning opportunities are challenging, and build on children's existing skills and interests. In addition, the childminder is unable to ensure that she assists children fully where they may

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who attend

need further help with some aspects of their learning. The childminder understands that she has to complete the progress check for children aged two and has a thorough knowledge of how to do this when it is required of her.

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who attend

The childminder takes an active part in children's play, and sensitively interacts with them to challenge and extend their learning in some areas. For example, children show an interest in playing with wooden blocks. The childminder counts the blocks as the children pass them to her and encourages them to build the tower with her. This develops children's knowledge and understanding of number, and also promotes their physical skills. The childminder develops children's curiosity and explorative skills by hiding the blocks inside a wooden boat. These actions encourage the children to do the same while looking for the blocks. Children's curiosity is further developed when babies are given a mirror, and they show delight in seeing their reflection and their surroundings. The children's self-esteem, and communication and language skills are developed well. The childminder talks to children and praises them well overall. Children are encouraged to

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who attend

look at books as the childminder reads to them and babies are offered stimulation by looking through books with different textures. However, the childminder sometimes misses opportunities to develop children's knowledge and understanding of shape and colour, through conversation. This means she does not consistently encourage children to think and respond.

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who attend

The childminder asks all parents to contribute to initial records about children's starting points. These records enable parents to indicate their children's interests, routines, likes and dislikes. This ensures that the childminder has an understanding of the child's learning needs before they start.

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

The childminder provides a welcoming, homely environment for children and they show confidence in moving around to choose from the resources that are on offer to them. Children have positive relationships with the childminder. She effectively supports their emotional well-being with cuddles and pays attention to their personal needs. Children approach her with confidence and ease if they need support, showing they feel safe in her care. Her reassurance also helps to prepare children for future changes in their lives, such as going to nursery or school. The childminder teaches children how to keep safe, for example, by discussing house rules which she also displays for children to see. Children play independently and explore their environment. However, the childminder does not consistently provide babies with adequate age-appropriate resources to engage them and help them actively learn.

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

The childminder acts as a positive role model, with regard to manners, when speaking to children and encourages babies' language development by saying 'please' and 'thank you'. The childminder encourages and supports children in developing their independence skills during mealtimes, and encourages babies to use spoons by themselves. She praises them when they achieve this and the children show delight in what they have achieved. This promotes children's confidence in developing their self-help skills and their self-esteem in readiness for future learning. Parents are always made to feel welcome in the childminder's home and know that they can openly talk to the childminder about their child should they have any concerns or requests. The childminder incorporates parents' wishes into the routine, for example, by providing individual feeding times. Parents are happy with the care their children receive,

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

and state that their children are happy and do not want to go home. This further shows that children feel happy and safe in their environment.

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provision

The childminder has a suitable understanding of the safeguarding and welfare requirements. However, weaknesses in the childminder's assessment systems mean that she is unable to fully demonstrate how well children are progressing. There are policies in place to ensure the childminder knows what to do if she feels a child is at risk of harm. She has also received first aid training which means she is aware of how to deal with accidents effectively and knows how to keep children safe. The childminder maintains written risk assessments for her home which she updates quarterly. In addition to this, she also carries out a daily visual safety check of her home, keeps her home secure and uses safety gates, as appropriate, which allows children to play in a safe environment.

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provision

The childminder maintains all required documentation to support her practice. She shares information about her policies and procedures with parents by asking them to view the policy folder before registering, and to complete permission forms for outings. The childminder has sound relationships with parents. She shares information about the care of their children through daily discussions and sharing their child's observation books with them.

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provision

The childminder evaluates her practice and has completed a self-evaluation form as part of continually improving her practice. She liaises with other early years settings which children in her care attend, which gives her the opportunity to discuss practice issues and ensure children's next steps are consistently developed. The childminder strives to improve her knowledge of early years practice, and has updated her knowledge and understanding of the seven areas of 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 EY471277 Local authority West Sussex Inspection number 952185 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 3

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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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