Childminder in West Sussex

Inspection date

Previous inspection date 13/10/2014 29/11/2011

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 Children make very good progress in their learning and development because the childminder is skilled at making everyday routines and activities fun learning experiences for children.  The childminder assesses children's ongoing progress and develops individual play plans which support the children's individual next steps in learning.  The childminder is a good role model and devotes her time to supporting children's play and praises them for their individual achievements.  Strong partnerships are in place with parents. Daily verbal communication and written feedback ensures children's care and learning is well promoted.

p.1

It is not yet outstanding because

 The childminder has not fully explored opportunities to enable children to explore the natural world further and learn through sensory experiences.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children participate in a range of activities in the childminder's home.

p.2

Inspection activities

 The inspector talked to the childminder and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector sampled a range of documentation, including children's development records and safeguarding procedures.  The inspector took into account the views of parents and children.

p.2

Information about the setting

The childminder registered in 2007. She lives with her husband and two children. The family lives in a house in a residential area of Haywards Heath, West Sussex. The ground flour of the childminder's house is used for childminding, where there is a dedicated purpose-built playroom and there is a fully enclosed garden for outside play. The downstairs of the home is used for childminding. An enclosed garden is available for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children attending in the early years age group on a part-time basis. The childminder shares the care of some children with another childminder who lives in the local area. The childminder is happy to provide overnight care. She collects children from local schools and attends stay-and-play groups, community events and places of interest.

p.3

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

 develop further the range of natural resources and learning opportunities in the garden to support children's understanding of the world.

p.3

who attend

Children make very good progress in their learning and development. This is because the experienced childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. The childminder plans a good balance of adult-led and child-initiated activities to promote children's learning across the educational programmes. She regularly observes children's skills and records their assessments and next steps in their individual learning journals. This helps her to plan for their individual needs and interests to support progression. The childminder routinely reflects on the progress children are making by completing progress reports. This helps her to ensure they are working within their expected developmental stages, and to inform her future planning to help children make very good progress.

p.3

who attend

Children thoroughly enjoy their time with the childminder as she fully supports their chosen play experiences by becoming actively involved. For example, young children enjoyed pushing cars and trucks making 'brrrm, brrrm' sounds during the inspection. The childminder engaged purposefully with the children by asking what sounds the tractor made, 'chug, chug' was their response. In addition, the childminder's extremely effective use of baby signing supports young children in communicating their needs and being part of all activities. The childminder is adept at knowing when to intervene in children's self- initiated play, in order to challenge them and when to step back and allow the children to make their own decisions. For example, she supported children in seeking out the farmer and farm animals while playing with the farm in make-believe play. The childminder introduces jigsaw puzzles and children enjoy the success of solving problems when fitting

p.3

who attend

shapes into the correct space. In addition, the childminder draws children's attention to the characters French names in jigsaws developing their understanding of languages other than English. The childminder makes good use of daily routines and activities to promote children's understanding of shape, size and number. For example by counting the number of melon pieces, blackberries and cheese at snack time.

p.4

who attend

The childminder recognises the importance of communication in everything she does with the children. For instance, she constantly models language and introduces new vocabulary as children play or take part in routines. This helps to support children to make rapid progress in their communication and language development. Young children explore textures and shapes of shells and dried pasta, which effectively promotes their curiosity and investigative skills. However, children do not always have good opportunities to explore different natural textures when playing with everyday objects, to support fully their developing sense of discovery. The childminder also does not make full and effective use of her garden to extend children's learning through play. Due to the exciting range of activities and learning opportunities available to the children, they are prepared well for moving on to school.

p.4

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

Children are happy, confident and settled in the childminder's home. They have good relationships with the childminder, who is warm and affectionate towards them. The childminder follows children's home routines when they start, to help them settle in, and she is sensitive to their needs. This supports children's emotional and physical well-being and prepares them well for transitions and changes in their lives. Through good discussions with parents and picking up on early signs, the childminder is able to identify when young children need their bottle, a nappy change or are ready for their nap. This promotes children's well-being and helps them feel safe and secure. The childminder holds them close in her arms and makes eye contact while giving them a bottle of milk. Children's behaviour is good because the childminder takes an interest in all that they say and do. She offers lots of praise, such as telling children how well they have done by

p.4

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

clapping, smiling or thanking them for helping. She offers gentle but firm reminders to children about not throwing toys as they may hurt themselves or others. Consequently, children enjoy spending time in the childminder's care.

p.4

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

The home environment is safe and secure; children are able to play safely and securely, knowing the childminder is close by, ready to support them. Children independently access many age-appropriate and good quality resources and they can ask for any that are stored out of reach. The childminder borrows and shares her resources with other childminders so children receive and enjoy a greater variety. For example, children enjoyed the use of a large ball pool, giggling with delight as they rolled around scooping up and throwing the balls into the air. Children's personal care skills develop well, for example, as they learn about the importance of hand washing before they eat. In addition, at stay-and-play groups they participate in activities that promote good oral hygiene. To reinforce children's understanding further they are given toothpaste and a toothbrush to practise cleaning their teeth at home. The childminder takes into account children's dietary needs and

p.4

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

parental preferences when planning and preparing meals and snacks. She ensures that the children eat healthily, providing home-cooked, nutritious meals.

p.5

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

Children go out on a daily basis to visit stay-and-play groups, parks and petting farms. This means that they get plenty of fresh air and exercise to support their good health and a healthy lifestyle. They are able to access equipment, such as a large climbing and balancing equipment, swings and slides that help to promote their physical skills when visiting parks. In addition, they enjoy special outings to local stables where they observe horses with fouls and piglets suckling their mother. Visits to stay-and-play groups enable children to develop confidence in new experiences and to help them socialise with others.

p.5

provision

The childminder demonstrates a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She uses this awareness to support children's well-being effectively. She has detailed procedures in place should she have any concerns regarding a child in her care. A written safeguarding policy, which is shared with parents, includes her duty of care, the action to be taken should she have any concerns and the telephone numbers of who to contact to seek advice and support. The premises are secure and the childminder completes daily risk assessments to then minimise potential hazards to ensure children's safety. She maintains an accurate daily record of the names of children being cared for on the premises and their hours of attendance. This enables her to demonstrate that appropriate adult-to-child ratios are always adhered to. This means children are kept safe by the childminder's robust implementation of all the

p.5

provision

The childminder has a very good knowledge of the learning and development requirements, including how to support children to become active learners. She plans an interesting range of activities to support children in their play and learning. The childminder has completed the progress check for two-year-olds in partnership with parents as required.

p.5

provision

The childminder reviews her practice by updating her self-evaluation form to identify her strengths and areas for improvement. She attends training such as child protection and baby signing. In addition, she has updated her knowledge on procedures for caring for children with special educational needs and disabilities. The childminder discusses practice issues with other childminders and is enthusiastic in her approach to establish a culture of continuous professional development. The childminder provides parents with a range of useful policies, procedures and other written information about the service she provides, including regarding complaints. Questionnaires and letters from parents show that they feel that their children are safe and well cared for. They are happy with the progress their children are making in their learning and development. They value the good systems for communication, enjoying

p.5

provision

reading their children's progress reports and say that the childminder keeps them well informed. The childminder is fully committed to working in partnership with other professionals. She has a good relationship with other early years professionals to support continuity in children's care. In addition, she liaises with teachers regularly about what children have been doing at school so she can support children further. Therefore, children's learning and development is extended well between the settings to support continuity of care.

p.6

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

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY362443 Local authority West Sussex Inspection number 923005 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10