Mackenzie, Pipa

Inspection date

Previous inspection date 18/11/2014 02/08/2011

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early years provision

This inspection: 3 Previous inspection: 3 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 has caring relationships with children and positively supports their emotional well-being.  Children initiate their own play through making their own choices from the wide range of toys available.  The childminder develops suitable links with other early years settings children attend. This helps to promote useful information sharing.

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It is not yet good because

 The childminder lacks a secure understanding of safeguarding procedures, particularly who to contact in the event of a child protection allegation.  The childminder's medication records do not include details of when medicines have been given to children.  The childminder does not identify well-chosen next steps in children's learning to help her routinely plan challenging activities to ensure they make good 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 viewed the rooms used by children.

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Inspection activities

 The inspector checked evidence of the childminder's safeguarding knowledge and took account of her self-evaluation and the views of parents.

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Inspection activities

 The inspector sampled a range of documentation, including children's development records.  The inspector observed the children and childminder during play activities.  The inspector had discussions with the childminder.

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Information about the setting

The childminder registered in 2011. She lives with her parents, adult siblings and her nephew in Netherfield, East Sussex. The childminder works with her mother, who is a registered childminder. The home is close to shops, parks and schools. The ground floor lounge and dining room with a bedroom on the first floor are used for childminding. There is a toilet on the ground floor. There is an enclosed garden for outdoor play at the front and rear of the home. The family has two dogs, a cat, fish and tortoises. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She and her co-childminder are currently minding 17 children, of these 12 are in the early years age range. The childminders also care for children aged over eight years and collect children from the local school.

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must:

 develop a secure knowledge of safeguarding procedures, in particular how to manage any allegations raised against you or a household member

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must:

 ensure that each time medication is administered to children a record of this is clearly completed

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must:

 use child observations and assessments more effectively to plan for children's next steps in learning with suitably challenging activities inside and outdoors across all areas of learning to promote children's good progress.

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who attend

The childminder does not have a secure knowledge of the learning and development requirements. She works closely with her co-childminder but is responsible for planning the next steps in learning for her key children. The childminder knows children as individuals and is aware of their likes and dislikes. She observes as children play and assesses where they are in their learning. The childminder completes some basic monitoring of children's progress from their starting points. However, she is not always identifying suitable next steps in children's learning or planning challenging activities. Consequently, the childminder is not helping children make the best progress they can. She is aware of the need to complete progress checks for two-year-old children and to provide a summary of these to parents. The childminder has contact with other early years settings that some children attend. She has discussions with staff at these settings, which

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who attend

helps her gain and share some general information about children's care and learning. However, as the childminder's assessment and planning is basic the information shared is less effective in consistently promoting children's progress. The childminder engages with parents appropriately and they see their children's learning records regularly. The daily diaries give parents some idea of their child's achievements and play activities. Parents are able to comment on home activities, which gives the childminder an idea of what children are achieving at home. The two-way flow of information is less effective as the childminder is not setting challenging next steps in children's learning for parents to support at home.

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who attend

The childminder provides resources that she knows the children will enjoy. She talks to children, reflecting what they are doing. She asks questions but is not always giving them time to take this in before she speaks again. Young children are learning new words as the childminder repeats what they say or attempt to say. They communicate their needs and the childminder notices these and responds to them. As a result, children feel settled and valued as individuals. The childminder develops positive relationships with children and helps them have fun. She encourages young children to have an interest in developing their early writing skills as they colour-in pictures. This helps children gain some suitable skills as the childminder encourages children to hold a pencil well. The childminder encourages children to use their imagination in their play. For instance, as children use the train track, the cars or dolls and pushchairs. However, her lack of secure knowledge,

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who attend

overall means she is not able to prepare children effectively for the next stage in their learning, such as school.

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

There childminder is not meeting all the safeguarding and welfare requirements for the Early Years Foundation Stage. For example, the childminder does not have a confident knowledge of all of the safeguarding procedures. However, she does have the necessary information available in documentation if required. The childminder has named key children with the responsibility to ensure their care and learning needs are met. She develops positive and caring relationship with all children and particularly with her key children. For example, the childminder settles children down to sleep positively to help them sleep peacefully. As a result, children have emotional attachments that promote their well-being. This means the childminder is in a suitable position to support those children who move to other settings.

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

The childminder manages children's behaviour suitably so they begin to understand how to behave. She encourages children to share resources and be polite. The childminder knows about children's dietary needs and preferences, although her co-childminder takes responsibility for preparing children's snacks and meals. The childminder helps children develop their independence and self-care skills, such as teaching them to drink from a cup with no lid. She encourages independence as children learn to go to the toilet on their own and wash their hands before eating. Children are learning to keep themselves safe. For example, the childminder teaches children how to cross the road safely by ensuring they hold hands and learn to watch and listen for cars. She practises emergency evacuations with children regularly and makes records of these. This means she can easily pickup on any issues to address. Children benefit from a child-orientated environment where they

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

can choose from a wide range of resources. They can reach most of these easily and this enables children to make choices about their play. The childminder has a range of play equipment outside that supports children's growing physical skills. She promotes children's good health as they are physically active and play outdoors in the fresh air regularly.

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provision

The childminder has not met all of the safeguarding and welfare requirements. The medication record does not record when she has given medication to children. In addition, the childminder is not confident about who to contact in the event of an allegation being made against her or a household member. These are breaches of specific requirements of the Early Years Foundation Stage and the Childcare Register. The childminder has current paediatric first-aid training to help her manage children's minor injuries and accidents. She has a general awareness of possible signs that would raise her concerns about a child's welfare. The childminder risk assesses the parts of the premises that children use to minimise potential hazards to promote their safety.

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provision

Overall, the childminder has made progress with the recommendations set at her last inspection. For example, she has developed positive partnership working with other settings where children attend. This has improved information sharing. The childminder seeks the views of parents with questionnaires and through verbal discussions. The responses show that she has a positive partnership with parents. However, they are not always receiving effective ideas for supporting their children's home learning. The childminder self-evaluation is basic and she does not always readily identify effective plans to help her improve children's care and learning. However, she demonstrates the capacity to improve. For example, the childminder has attended some training to begin to help improve her knowledge of safeguarding and children's learning assessments. She is generally monitoring the progress that children make. This means the childminder is, to a

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provision

certain extent able to identify some of their gaps in learning to address. As a result, children overall, make appropriate progress in line with age related expectations.

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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:

 develop sufficient knowledge to be able to implement the written statements of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  keep records of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it and retain them for a period of two years (compulsory part of the Childcare Register)  develop sufficient knowledge to be able to implement the written statements of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  keep records of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it and retain them 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 EY424741 Local authority East Sussex Inspection number 845339 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 17

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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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