Childminder in East Sussex

Inspection date

Previous inspection date 17/07/2014 17/04/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 extremely committed to providing a high quality childcare service and engages very well with the children.  The childminder continuously reflects on and reviews her practice so she knows how and where to make improvements.  Children are engaged in activities that are designed to interest and challenge them as individuals.  The childminder's home is extremely child friendly, organised so children can choose what they do from a vast range of resources.

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It is not yet outstanding because

 The girls are progressing less well in mathematical development than they are in all other areas of learning.  There is scope to provide more planned opportunities to promote girls' mathematical development still further.

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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 childminder's house and the garden.

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Inspection activities

 The inspector sampled a range of documentation including children'srecords, policies and procedures and planning.  The inspector had discussions with the childminder and one of her assistants.

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Inspection activities

 The inspector invited the childminder to carry out a joint observation of children playing.

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Information about the setting

The childminder registered in 2005. She lives with her husband and two school-aged children and one pre-school aged child in Eastbourne, East Sussex, close to shops, parks, schools and public transport links. The whole of the childminder's home is used for childminding. There is a garden for outdoor play. The family has a dog. The childminder regularly works with assistants.

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Information about the setting

The childminder is currently minding six children in the early years age range and 14 children before and after school. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

The childminder collects children from the local schools and attends several local groups on a regular basis. The childminder also provides care to children over eight years. The childminder supports children with special educational needs and/or disabilities. She is able to provide overnight care for children.

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

 strengthen planning to provide more opportunities to promote girls' mathematical development still further.

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who attend

Children are very happy with the childminder. She encourages them to choose what they do and bases much of her planning on their individual interests. The childminder observes the children from their first day in her care and records what they like to do and how they do it. She regularly assesses the progress children make and identifies challenges for them to extend their learning. The childminder incorporates children's next steps in learning into the following week's planning so they are always learning more. The childminder records and monitors children's progress in individual learning journals that show how well they are progressing in her care This enables her to plan activities that meet children's needs. The childminder introduces children to mathematics as they play. When they are exploring sand and water the childminder talks to them about capacity and volume and uses appropriate terminology. She asks them to predict and calculate quantities and children

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who attend

count routinely during activities, for example, they count how many seeds they are planting There is scope, however, to build on this good teaching by providing more planned opportunities to promote girls' mathematical development further. The childminder is very enthusiastic and makes learning fun and interesting for children. For example, when children are tentative about using equipment outside because it has cobwebs on, the childminder quickly makes it interesting. She points out the clever design of the cobweb and reminds children that they are the spiders' homes, helping children learn about their environment.

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who attend

The childminder will eagerly join in with children's play to encourage and support them, but she also knows when to hold back and let them work things out for themselves. She is encouraging and explains how to do things so children become confident and happy to try. For example, when they have been jumping on the trampoline and attempt several times to come down the steps forwards, the childminder calmly describes how to turn around and come down backwards. Children beam delightedly with their eventual success. Children have many opportunities to draw, be creative and practise the skills they need to write. They have good pencil control as they select coloured pencils to create pictures. The childminder talks to children about the new colours they make by mixing others together and asks them to predict what two other colours might make. Children enjoy rhymes and stories and frequently look at books with the childminder, developing an early interest in

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who attend

literacy. The childminder shares her planning with parents so they can complement children's learning at home. Children sometimes take home slips of paper that note their achievements and other special moments for parents to celebrate with them, or stating 'Ask me about?' so they can retell their experiences. Parents can see the children's learning journals at any time and contribute their comments to this. The childminder also completes the progress check for two-year-old children, which she shares with parents. These events mean the childminder and parents are equally involved in the children's learning from the very beginning.

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

The childminder builds secure relationships with children from the beginning. She spends time getting to know them and helping them settle so they feel safe. The childminder encourages children to bring items from home that are familiar to them for comfort, helping them form an attachment to her. Sometimes, the childminder gives children a photograph of herself so they can familiarise themselves with her face before they start. The children quickly learn the house rules and know that when they come into the childminder's house they need to remove their coats and hang them on their own peg and remove their shoes. The childminder promotes consideration for others to help children behave well and be sociable, so older children often help the younger ones and set a good example. Children respond well to the childminder's positive comments and are happy to comply with the rules. The childminder explains to younger children what impact their

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

behaviour has on others and this helps them learn the best way to do things and to keep safe. The childminder's home is organised so that children spend time in a very child- friendly space. Suitable resources are accessible so that children confidently help themselves. The childminder is aware of how children use the resources and removes those that are unsuitable. For example, she knows that older children will use part of a small world toy as a weapon so she removes it, but puts it back for the younger children, who use it for the purpose for which it was designed. The childminder is very aware of children's safety and constantly assesses risks around them to keep them safe. She supervises children at all times, especially when they are playing with water, using tools such as scissors, or are climbing. The childminder is aware that some children's needs require closer consideration so she may complete a risk

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

assessment just for them. She helps children think about how they do things so they learn the safe way and can do things independently. For example she helps children learn to cut with scissors. She guides them first in holding them correctly and how to open and close them to cut. The childminder is very patient and tolerant while teaching children so they are confident to try things and generally succeed very well with her support. Children have opportunities every day to be active and spend time outdoors. The childminder takes them to local venues where they can run, climb and jump safely and learn to enjoy the benefits of exercise. She also makes sure children have time at her home so they can have calm, relaxing time to balance out all the action. Children bring their own midday food to eat and the childminder provides snacks and main meals. She gives them fresh fruit and home cooked meals, catering for any individual dietary needs. The childminder makes sure

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

children do not feel different because they cannot have the same food as everyone else as she finds suitable, matching alternatives. Children enjoy growing crops in the childminder's garden and visiting an allotment each week. They learn where their food comes from as they plant seeds and nurture them so they grow and they can harvest and taste them fresh from the ground.

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provision

The childminder is passionate about her work with children and strives to be the very best she can. She reflects on her practice regularly to monitor how effectively she is meeting children's needs as well as the requirements of the Early Years Foundation Stage. The childminder is aware of her strengths and constantly strives to be even better by attending training to extend her knowledge. She has developed good partnerships with other local providers such as childminder's, schools and nurseries to share good practice issues with them. The childminder respects the views of the parents and children who are the most important people. She promptly implements any suggestions for improvements, including following inspections. The childminder oversees the work of her assistants and makes sure they are suitable to work with children through the Disclosure and Barring Service. She makes sure they complete safeguarding and first-aid training as a minimum. The

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provision

childminder regularly updates her own knowledge of safeguarding procedures and legislation through training. She has a written policy that she shares with parents so they know what her responsibility is regarding the protection of children. The childminder has a good understanding of the signs that children may be at risk of harm and knows how to act to keep them safe. She takes her responsibility to provide a nurturing and stimulating environment for children extremely seriously. The childminder works hard so that children are happy in her care and move on to school enthusiastic to learn and make good progress in their education as confident and happy individuals.

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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 EY316412 Local authority East Sussex Inspection number 963247 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 20

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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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