Childminder in East Sussex

Inspection date

Previous inspection date 04/11/2014 06/05/2014

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder uses good strategies to promote children's positive behaviour. This helps them to develop a secure understanding of the expectations of behaviour and therefore behave appropriately  The childminder demonstrates a suitable understanding of how to safeguard children and protect them from risk of harm.

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It is not yet good because

 The childminder does not obtain the required written permission from parents prior to administering medication. This means that children's health and well-being cannot be fully assured.  Systems to share information with parents are not effective in encouraging a cohesive approach to support the children's learning.

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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 children in the inside areas of the childminder's home.

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Inspection activities

 The inspector held ongoing discussions with the childminder, including discussions about safeguarding issues.

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Inspection activities

 The inspector sampled a range of documentation including the childminder's register of attendance, accident and medications forms, child record forms and policies and procedures.  The inspector discussed leadership and management with the childminder.

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Information about the setting

The childminder registered in 2010. She lives with her husband and two children. They live in Uckfield, East Sussex and are close to shops, parks and transportation links. Childminding generally takes place on the ground floor, with access to the first floor for toilet facilities and sleeping purposes when required. There is a garden available for outdoor play. The family has two cats.

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Information about the setting

The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. She currently has three children on roll in the early years age range. The childminder offers care to children up to 11 years of age.

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must:

 obtain written consent from parents prior to administering each particular medication

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must:

 improve arrangements for parents to share information about what their children are doing at home and how children's learning can be supported at home, to encourage a cohesive approach in supporting children's learning.

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who attend

The childminder, overall, demonstrates a sound understanding of the learning and development requirements of the Early Years Foundation Stage. She uses this knowledge to help children to make suitable progress towards the early learning goals. This helps the children prepare for school and their future learning.

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who attend

The childminder is in the process of changing her recording system for observations and assessments of children's learning; the system currently used is appropriate, overall. For example, she knows the children well and identifies their starting points for learning through conversations with parents, in addition to doing her own observations. The childminder identifies children's achievements and shares this information with parents. However, there is not a clear approach to identifying and planning children's next steps in learning. The childminder has started to introduce a new online system to share this information with parents but this is very much in the early stages. As a result, she is not clearly sharing the children's next steps in learning through either discussion or a recorded system with parents. In addition, opportunities for parents to share information on their child's learning at home are weak. This limits parents in engaging in a cohesive approach

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who attend

with the childminder to promote their children's future learning needs. However, the childminder has some effective systems in place for encouraging a joint approach to support children's learning. For example, she demonstrates a secure understanding of the requirement to carry out the progress check for two-year-old children and to share a summary of their progress with parents. As a result, parents are aware of their children's early learning at this stage. In addition, she completes daily communication books identifying the younger children's activities, which helps keep parents informed of their children's play experiences

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who attend

Children enjoy practising physical skills during a variety of activities to extend their capabilities. They are able to use a trampoline and slide in the outside area. They also enjoy using rolling pins and cutters as they explore with play dough. This helps them to learn to coordinate their smaller muscle movements. The childminder helps children to increase their understanding of the world around them. For example, they enjoy first-hand experiences, such as visiting a local animal sanctuary and exploring how different materials are attracted to magnets. The children enjoyed collecting leaves that have fallen from trees together and they have decorated paper pumpkins using different shaped paper. Activities such as these help the children to develop skills in creativity as well as effectively supporting their mathematical and physical development.

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who attend

The childminder provides a selection of resources and experiences that capture children's interests and hold their attention. For example, children have access to role-play resources, such as kitchens, dolls and cause and effect toys. The childminder demonstrates some positive aspects to teaching. She spends time at the children's level and promotes communication and language with the children. For example, with older children, she introduces words and asks meaningful questions. This encourages children to practise and extend their conversational skills. The childminder supports the older children in developing their small physical and literacy skills. For example, children enjoyed carefully picking up small plastic letters relating to their names, using tongs. In addition, they find their names and photographs to register themselves in the setting. This promotes their recognition of letters and words and supports a positive sense of

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

The childminder is in breach of a safeguarding and welfare requirement of the Early Years Foundation Stage and the associated requirements of the Childcare Register. She does not obtain the required written permission from parents for her to administer medication to their children. This puts children at potential risk, although she minimises this to some extent by discussing the administration of medication when it is required with the parents.

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

The childminder implements strategies that help children to settle and develop secure emotional bonds. For example, she welcomes parents into her setting to help settle the children in. She gathers information about children's likes, dislikes and routines, and uses these appropriately to support children. For example, the childminder allows children to bring in their own comforters to sleep with, such as their blankets. As a result, children demonstrate security and positive relationships with both the childminder and the other children. Children are content, happy and display confidence; for example, older children make their own decisions about what they want to eat.

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

The learning environment is child friendly and well resourced. The childminder organises space and resources to meet children's needs and to promote their play and decision- making skills. As a result, children are able to easily access resources to make their own decisions about what they want to do and play with. Children also have opportunities to choose from some resources that reflect positive images of diversity. For example, children who are bilingual are able to share books and watch television recordings in their home language. This encourages their self-esteem and enables other children to be aware of and value differences in the world around them.

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

Children are developing the characteristics of good learners as they receive praise and encouragement from the childminder, who is a positive role model. The childminder successfully builds children's skills in cooperating with others. For example, she gets down to the children's level, establishing eye contact as she discusses what is inappropriate and why. In addition, she helps them by discussing different solutions and giving them options to choose from. This encourages the children to work together and share their resources.

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

The childminder promotes some aspects of children's health. Children have access to healthy, well-balanced meals that meet their dietary needs. She supports children's growing understanding of a healthy lifestyle. For example, children enjoyed a magnet game that helps them to identify healthy and less healthy food. Children learn appropriately about keeping themselves safe. For instance, the childminder discusses and practises road safety with them when they are on outings. Children also take part in regular fire drills. They are developing a secure understanding of the importance of good personal hygiene practice as the childminder reminds them of the need to wash their hands and why. As a result, some older children are confident in knowing the reasons why they need to do this.

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

Through discussion, the childminder demonstrates a sound understanding of how to support children in making the move to school or nursery. For example, she takes younger children to school to collect older children and participates in settling in visits with children when they start at local nurseries. This helps the children become familiar with the new environment. The childminder takes children on more outings and trips so they have further opportunities to mix and interact with other children of their age group. Strategies such as these help to minimise any fears the children may have so that they feel confident and positive about future changes.

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provision

The childminder has an appropriate understanding overall of her responsibilities in meeting the learning and development requirements. However, there are weaknesses in encouraging a cohesive approach in the children's learning with parents. This means that the children's learning is not fully promoted and requires some improvement. She has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements in most areas. However, although she discusses the medication she is asked by parents to administer to their children, such as dosage and time to be given, she does not obtain written consent for administering medication as required. This is a breach of requirements of the Early Years Foundation Stage and the Childcare Register. In addition, the childminder is unable to demonstrate that she has notified Ofsted of a change in family circumstances, which is a safeguarding breach of requirements for the Early Years

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provision

Foundation Stage and an offence. There is no effect on the children as the childminder maintains the correct ratios of children. Therefore, Ofsted has decided to not take any action regarding this particular breach of requirements.

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provision

The childminder implements positive steps to promote children's safety in her home. For example, she holds a current paediatric first-aid certificate, which enables her to treat minor accidents quickly and effectively. In addition, she checks the identification of visitors to her home and fits safety gates throughout her home to ensure children are unable to access areas of the home unsupervised.

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provision

The childminder has taken appropriate steps regarding her previous actions raised by Ofsted. She has successfully developed her knowledge and understanding in relation to child protection by completing a refresher course on safeguarding children. The childminder has implemented an appropriate written safeguarding policy and procedure. She has also amended her outings policy and procedure. This ensures that children are now within sight and/or hearing at all times. Furthermore, the childminder has organised her paperwork and ensured she maintains all the records necessary to meet the needs of the children. This means that children are safe and their welfare is overall appropriately supported. In addition, the childminder now informs parents of Ofsted's contact details and completes a review of children's progress when they are aged between two and three years. This helps to keep parents informed of their children's early learning and provides

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provision

details of how to contact how to Ofsted if required. The childminder has also successfully introduced systems to evaluate her provision and is appropriately beginning to address areas for development to make further improvements. . For example, she has completed a written self-evaluation of her setting and has identified and completed some further training to support her knowledge and practice. In addition, she has started to welcome the parents' ideas and suggestions. For instance, she has sent out a parents' questionnaire to gain their views and opinions. These measures help to drive continuous development and improve the children's outcomes.

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provision

The childminder understands the need to work with other professionals involved with the children. For example, when caring for children who have transferred to her setting, she obtains information from their previous carer. This helps her to identify their starting points in their development and learning securely. The childminder provides clear information for parents about the setting appropriately, including her written policies and procedures. This communication helps everyone to be aware of their responsibilities.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure a record of parent's consent to administer medication to their children is held and retained for a period of two years (compulsory part of the Childcare Register).  ensure a record of parent's consent to administer medication to their children is held and retained for a period of two years (voluntary part of the Childcare Register).

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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. 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

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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.

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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 EY411343 Local authority East Sussex Inspection number 978578 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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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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