Claire Louise Flynn

Inspection date

Previous inspection date 03/07/2014 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

 Children enjoy playing in a warm and friendly environment where their ideas are valued and their needs are well met.  The childminder has a good relationship with parents and regularly shares information about children's progress so that they can continue learning at home.  Children feel safe and secure with the childminder due to the comprehensive safeguarding procedures in place.  The childminder constantly talks to children and engages in their play which consolidates their learning whilst developing their language and communication skills.

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It is not yet outstanding because

 There are fewer examples of written letters and numbers outside to consolidate children's learning in this area.  Self-evaluation needs further developing to ensure that current practice is monitored and consistently improved.

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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, kitchen and garden.  The inspector viewed all areas of the house used for childminding.  A selection of learning journeys were viewed.  Parent's written feedback was viewed and discussed with the childminder.  The inspector discussed child protection procedures with the childminder.

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Information about the setting

The childminder registered in 2013. She has a recognised childcare qualification. She lives with her husband and one young child. They live in a house in Eastbourne, East Sussex near to schools, shops, parks and a railway station. The whole of the property is used for childminding and operates five days a week. There is an enclosed garden available for outside play. The childminder has one cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.The childminder is a member of the Professional Association for Childcare and Early Years. There are currently four children on roll.

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

 strengthen methods of monitoring practice to ensure continuous improvement

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

 use more visual displays of letters and numbers in the outdoor environment to encourage children's knowledge and understanding in this area.

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who attend

The childminder has a good understanding of how children develop. She plans comprehensively across the seven areas of learning using different themes, such as mini beasts and the seaside as a focus. The childminder gains useful information from parents before children start to assess their level of development. She then observes the children regularly using a range of observation techniques, including photographs. This helps her to plan a variety of challenging activities for children's individual needs and abilities and allows her to chart the progress they make in each area.

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who attend

The childminder actively engages in children's play and supports them when needed. For instance, the children show interest in building with blocks. The childminder asks them what they would like to build which encourages them to think about problems and to work out strategies when building constructions. Children build towers and the childminder asks the children what colours they are using. This develops children's knowledge of colours and design. When the children recognise the correct colour the childminder offers lots of praise which improves their self-esteem and encourages them to have a go. The childminder offers encouragement to children who cannot quite vocalise their answers and suggests the first letter of the colour; 'it starts with the letter b', for example. This supports children's language development and gives them the confidence to develop their language skills without becoming frustrated. When putting the blocks away, the

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who attend

childminder counts the blocks back into the box and asks the children to count with her. This further develops children's language development and use of number language.

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who attend

Activities are well researched and appropriate resources stimulate children to make a concentrated effort in their play. Following their seaside theme, the childminder uses the water tray to hide different sea creatures for the children to find. This supports children in exploring the water and they happily play together running around the garden and drying off the sea creatures. Children's interests are extended immediately as they run into the garden and find snails. The childminder helps the children carefully pick up the snails and take them to a small tray to have a closer look. The childminder talks to the children about what snails like to eat and the children offer suggestions of 'grass and bugs.' This develops children's understanding of the world around them and of nature. The childminder makes good use of the opportunities for promoting children's number language by counting the snails and sea creatures. However, children see fewer letters or

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who attend

numbers in the outdoor environment, which means opportunities are missed to further develop their knowledge in this area. Overall, children's learning and development is in line with the expected developmental ranges for their age. As a result, they are obtaining the skills, attitudes and dispositions they need to be ready for school or the next stage of their learning.

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who attend

The childminder effectively involves parents in their children's learning. Parents are kept fully informed about children's progress with the use of a daily diary. The childminder also sends pictures and comments to parents via her mobile phone throughout the day so that they can see what their children are doing. This helps to promote continuous care and learning from home to the setting and supports children's all round progress.

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

The childminder has built a secure relationship with children that she cares for, which makes them feel safe and secure in her home. They confidently and independently access resources on offer to them and seek out the childminder for support if needed. For instance, children play with dolls and the childminder asks what babies need. 'They need milk'; the children search for bottles to 'feed' the baby and the childminder shows them how to put the bottle in the baby's mouth. The childminder promotes equal opportunities and celebrates diversity. She ensures that none of the equipment is gender specific and has a selection of jigsaw puzzles that show people with disabilities. The childminder discusses differences with the children and explains that everyone should be respected.

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

The childminder encourages children's independence and self-help skills, for example by removing the lid from their beakers and supporting them in drinking from an open cup. Children are praised for this achievement which increases their confidence and self- esteem. Children play well together supported by the childminders positive behaviour management strategies. Children understand what is expected of them and therefore their behaviour is good. The childminder teaches children to be healthy by demonstrating thorough hand washing, which the children copy, and by offering healthy snacks. This gives them a good idea about how to maintain a healthy lifestyle. Partnership with parents is effective because communication is regular and effectively supports children and their families. This means that children settle well into the childminder's home, are comfortable in their environment, feel secure and thrive.

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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 or the kitchen without her supervision. She checks the environment daily to ensure it is safe and also has in depth risk assessments which are regularly reviewed. As children explore their surroundings, the childminder teaches them how to keep themselves safe by explaining potential hazards. For example, when a child jumps on the sofa, she explains that if they slip they may fall and bump their head. The childminder creates an inviting environment for the children by setting up games and activities before children arrive. There are low level boxes and shelving fully stocked with toys and equipment for children to access independently. Children have a dedicated playroom which contains resources for role play and a large easel for children to develop their early writing skills. The children

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

play happily in the well-equipped garden when the weather permits, and the childminder regularly takes them to music groups to further develop their social skills and increase their confidence in larger groups which will prepare them for their move to pre-school and school.

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provision

The childminder has thorough systems in place to safeguard the children. She has a good awareness of child protection procedures and there is a clear safeguarding children policy in place to support her practice. There is a good range of policies and procedures, which she effectively implements and shares with parents. The childminder carries out thorough risk assessments within the home and for outings which help identify and minimise hazards. She has completed all the necessary mandatory training, including paediatric first aid and suitability checks are in place for all adults living in the house. The childminder has a good knowledge and understanding of the requirements of the Early Years Foundation Stage. She plans children's activities thoroughly and that are appropriate to their age and stage of development. The childminder completes comprehensive observations and shares these as appropriate with children's parents to ensure they are fully involved in their

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provision

Parents are encouraged to give feedback on the service the childminder provides. She asks them to complete a questionnaire giving their views. Parents are positive in their comments about the care given to their children and the activities offered. The childminder reflects generally well on her practice and uses documentation from her local authority to ensure her practice is in line with the requirements. There is less information, however, about how she intends to ensure improvements are consistent. Partnerships with parents are good. The childminder uses a daily diary communication book to share information about children's care routines and activities. Parents are given every opportunity to be fully involved in their children's learning and development and are encouraged to make comments in the book or talk to the childminder at any time. The childminder has found it difficult to build a relationship with other early years settings. Due

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provision

to this she has now made a clear and simple form to pass onto other settings to ensure that children's progress and next steps in learning are shared. The childminder had also received advice and support from her local authority to further evaluate and develop her practice.

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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 EY473313 Local authority East Sussex Inspection number 950021 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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