Childminder in West Sussex

Inspection date

Previous inspection date 01/07/2014 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 is welcoming, caring and nurturing. As a result, children settle very well and demonstrate high levels of confidence and self-esteem.  The childminder places a good focus on children's individual learning styles. As a result, children join in a wide range of activities and make good progress in their learning and development.  The childminder maintains friendly, professional relationships with parents, which support the ongoing exchange of information. Consequently, she gets to know the children and their families and offers them consistent care and support.  The childminder safeguards children well because she has a clear understanding of her role and responsibility to minimise potential risks to children.

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It is not yet outstanding because

 There is scope to enhance children's already good mathematical skills by displaying numbers and introducing additional number games.  There is scope to enhance further parents' involvement in supporting their children's learning at home, to promote a shared approach to enabling children to make the very best progress.

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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 lounge and garden and viewed the children's progress records.

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Inspection activities

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

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Inspection activities

 The inspector sampled a number of the childminder's safeguarding policies and procedures.

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Inspection activities

 The inspector took into account the views of the parents through reading correspondence shared by the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her husband and their school age child, in Southgate, Crawley, West Sussex. The whole of the ground floor of the childminder's house is used for childminding. Sleeping children are accommodated in an upstairs bedroom. There is a garden for outdoor play. The childminder operates all year round from 7.30am to 6pm, Monday to Friday. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are currently two children on roll on a full and part-time basis in the early years age group. The childminder walks or drives to the local school to take and collect children. The childminder attends the local toddler groups and local childminding groups.

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

 develop ways to help parents understand about their children's learning, for example, by ensuring information exchanged includes what they have learnt and how this can be extended at home.

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

 increase the range of resources and activities to support children's awareness of mathematics.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage. She provides a good range of interesting activities, which children can easily access by themselves, promoting their independent learning from an early age. There is a good balance of adult-led and child-initiated activities to promote children's learning across the educational programme. The childminder records children's progress through observations and photographs. Assessment arrangements work well and provide parents with an overview of their child's achievements and progress. The childminder gathers a wealth of information from parents about children's routines and abilities, so that she can tailor the care to meet each child's individual needs. However, there is room to enhance the exchange of information with parents to support learning in the home to promote fully consistency between the home and childminding environment.

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who attend

The childminder positively interacts with young children as they play. She names vehicles such as trains, aeroplanes and trucks encouraging children to repeat words back. The childminder is acutely aware of how children with English as an additional language learn to communicate. She discusses their development frequently with parents and other professionals and uses picture labels to ask questions, encourage conversations and discussions. In addition, she uses books to develop children's interest and readiness for reading. Therefore, she supports children very well to become confident communicators.

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who attend

Children show an interest in numbers, in particular those that are important to them such as their age. They explore the shape and size of objects when constructing with wooden bricks. In addition, children learn about capacity as they fill and empty containers in water play. However, there is scope to introduce counting for example through games and counting activities. Children show great problem-solving skills. For example, when playing with the train track, they are able to work out that they need to turn the pieces around if it does not fit. These resources enhance children's awareness of solving problems. The childminder plans interesting creative activities offering children a wide range of resources that inspire exploration such as textured paper, shiny shapes and sponge printing. Younger children develop skills picking up objects such as spatulas and pencils using their finger and thumb. They enjoy sensory experiences such as making marks in damp sand

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who attend

and water and cornflour mixture or simply exploring the crunchy sounds of cereals and dried pasta. The childminder praises them for their creations they have created. This enhances children's early writing skills extremely well and increases their sense of achievement and confidence. This good range of activities and learning opportunities prepare children well for the next steps in their development.

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

The childminder has good settling-in procedures for children. This means that the movement from home to the childminder's care is as smooth as possible and a positive experience. As a result, children settle quickly because they feel safe in her care. Children form secure attachments with the childminder and her family. The childminder has a very caring and gentle manner, which creates a calm atmosphere, enabling children to learn through their play experiences. Children receive consistent and meaningful praise and encouragement, enabling them to develop good levels of self-confidence and self-esteem. Consequently, children develop a good sense of belonging progressing well in their personal, social and emotional development.

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

Children play with a good range of toys and resources, which the childminder presents in attractive containers. She clearly labels these using pictures and words. The garden is set out with lots of exciting toys such as sand and water table, emergency vehicles and roadway, ball games and ride-on toys. Therefore, children make choices on where they would like to play which supports self-initiated play and their growing independence. In addition, the childminder borrows toys from the local toy library giving children access to a wider range of resources. The childminder displays children's creative work attractively, which develops their self-esteem and instills a sense of pride in all that they do.

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

The childminder supports children's well-being effectively through the promotion of healthy eating, provision for outdoor play and daily outings. Mealtimes are a sociable occasion and good manners are encouraged. The childminder fully respects the children's likes and dislikes, and promotes healthy eating habits. She talks to young children about the importance of eating healthy food options and washing their hands before snacks and in preparation for mealtimes. Children brush their teeth after mealtimes developing their understanding of good oral hygiene. Children enjoy outdoor play, which effectively promotes their physical development and ensures that they get plenty of fresh air and exercise. Children go on many outings within the community such as a local park, which includes a nature centre. Here they experience feeding farmyard animals, such as chickens and pigs or walk through woodlands or around the lake looking at nature. Children

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

participate in physical play by visiting soft play centres and using apparatus that are more challenging in the park. These activities successfully support children's developing physical skills and confidence to participate in new experiences, and build on their sense of self- awareness and self-esteem. The childminder completes the fire evacuation procedure regularly so that children know what to do in an emergency, and they learn to cross the roads in a safe place when they are out walking. As a result, children learn safe practices.

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provision

The childminder demonstrates a good understanding of her responsibilities in meeting the legal requirements of the Early Years Foundation Stage. She has a good understanding of safeguarding procedures and is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care. She also has an up to date list of people to contact if she needs advice. She provides children with a very safe and secure environment, which is thoroughly risk assessed and checked daily. She maintains comprehensive written risk assessments for the premises and outings, so that she is clear about safety procedures. The childminder has set realistic targets to improve further the quality of her provision. She has attended workshops on how to support children who are learning English as an additional language. This demonstrates her commitment to drive forward improvements to maximise outcomes for children in her care. The childminder

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provision

maintains all aspects of her paperwork very well, which includes the recording of accidents and incidents to help safeguard children. She is aware of her responsibilities when administering medication and treating minor accidents and holds a valid first-aid certificate.

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provision

The childminder has a good knowledge of the learning and development requirements, including how to support children to become active learners. She plans a stimulating range of activities to support children in their play and learning. She has a clear understanding and overview of the progress children make over time and talks with confidence about their individual strengths and weaknesses and what she is doing to help children make progress. This means that she can highlight any possible gaps in children's learning and plan appropriate interventions to support each child. The childminder demonstrates a strong understanding of the requirements for a progress check for two-year-old children and knows to complete this in partnership with parents.

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provision

The childminder has developed very positive relationships with parents. This ensures she knows the culture and background of each child and this contributes to inclusive practice, meeting their individual needs and providing continuity of care. She keeps parents informed about their child's day through daily conversations and with the use of a daily diary. Parents are happy with the service provided. They state 'my children are happy and feel comfortable in my childminder's care' and 'my childminder is happy to follow my children's individual routines'. The childminder has established good links with other providers who deliver the early years foundation stage to ensure children receive the support they need and benefit from continuity in their care and 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 EY467448 Local authority West Sussex Inspection number 939851 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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