Childminder in West Sussex

Inspection date

Previous inspection date 28/11/2014 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 are well motivated and eager to learn. They show good levels of independence, curiosity and imagination.  Resources are good, they are organised to ensure that almost all areas of children's development are promoted and focus around the children's needs, which results in them being keen and enthusiastic learners who confidently access toys and equipment independently.  The childminder fosters good relationships with the children. She is kind, caring and shows affection towards them, which enables children to grow in confidence and learn through active play.  The childminder has established good relationships with parents which ensure children's individual needs are known and consistently well supported.

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It is not yet outstanding because

 Not all children have had the opportunity to practise the fire evacuation procedure to enhance their understanding of safety within the home and how to keep themselves safe.  There is no labelling of everyday words and objects around the playroom or outside to reflect the different children attending home languages and to strengthen their understanding that print carries meaning.

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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 playroom and garden.

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Inspection activities

 The inspector discussed the children's development and progress with the childminder.  The inspector talked to the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at the children's assessment records and planning documentation.  The inspector took into account the parents' views through written questionnaires.

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Information about the setting

The childminder registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children in Broadwater, Worthing, in West Sussex. The ground floor of the childminder's house is used for childminding, with access to the upstairs for sleeping and the bathroom. A fully enclosed rear garden is available for outside play. There are currently 11 children on roll, of whom six are in the early years age group. The childminder currently supports children who speak English as an additional language. The childminder operates each weekday term time only from 7am to 6pm, except for bank holidays and family holidays.

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

 enhance opportunities for all children to value the language of others and strengthen their understanding that print carries meaning

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

 enhance children's awareness of how to keep themselves safe, for example, by practising the fire evacuation drill regularly.

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who attend

The childminder demonstrates a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She completes useful observations of children's play and has good systems in place to monitor and support children's development. She completes regular assessments of children's progress, including the required progress check for two-year-olds. This enables her to plan the child's next stage in learning effectively.

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who attend

The childminder's quality of teaching is good. During the inspection, children enjoyed making reindeer feet printing pictures; they laughed and giggled as they painted each other's feet. The childminder offered lots of praise and encouragement throughout the activity as the children added the wobbly eyes and sparkly antlers. She asked children supportive questions to aid their thinking. For example, when a child added four eyes to their reindeer the childminder asked them how many eyes she had, the child pointed to their own eyes and counted to two, showing their mathematical skills.

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who attend

Children move confidently and safely during outdoor play, developing good physical skills. They show good co-ordination and are developing skills in running, bouncing on the low- level trampoline, throwing balls into the basketball net, kicking balls, and sliding down the slide. Children thoroughly enjoyed themselves during the inspection, while using either their hands or paintbrushes to paint the outdoor fence with shaving foam or water. They enjoyed exploring the texture between their fingers and on their hands prior to making patterns on the fence to express their creativity.

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who attend

The childminder promotes children's communication and language skills consistently throughout the day. During a musical instrument session children enjoyed playing their instrument and singing along to the songs. For example, during the song Row, Row, Row Your Boat the children and childminder pretended to row their boats, laughing with each other as they enjoyed making the actions and singing. The childminder talks to the children in both their home language and English, and, as a result, children's English vocabulary is broadening. However, there is no labelling of everyday words and objects around the playroom or outside to reflect the different children's home languages to strengthen their language skills and understanding that print carries meaning.

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who attend

Information about children's development is shared on a regular basis with parents, which shows the childminder's commitment to encouraging parents to be involved in their child's learning. She provides them with clear and easily understandable information about the areas of learning and next steps in place to help their child to make good progress. As a result of all this, parents are well informed about their child's individual development and can share their child's learning at home.

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

Children feel secure with the childminder. She takes care to make sure that she obtains sufficient initial information from parents about their children's likes and dislikes, stage of development and routines. She also requests information about anything else that will enable her to successfully settle the children and care for them as their parents wish. The childminder takes time to talk to children, individually throughout the day, so that they feel valued.

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

The childminder's learning environment is welcoming, well maintained and well resourced. Children have continued opportunities to learn through purposeful play because the childminder organises resources successfully in the designated playroom. Children are independent learners as they choose their own activities from a good range of quality toys and equipment that interests them.

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

Children's behaviour is managed very well. The childminder uses her experience of working with children to make sure that she maintains a consistent approach. She takes account of the children's individual age and stage of development when deciding how to manage a situation. For example, the childminder uses distraction and good sharing with younger children, particularly when they are upset over sharing toys.

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

Children enjoy healthy meals and snacks that meet their individual dietary needs. They benefit from snacks, such as raspberries, bananas, red and green grapes. Snack times are a social occasion where children enjoy conversations with the childminder and other children. Children freely select their own water bottle when they are thirsty and are able to manage their own personal needs. For example blowing their own nose and washing their sticky hands after snack. Children are developing very confident self-care skills because the childminder encourages them to put on their own socks after an art activity. Children's understanding of health is encouraged because they learn about feeling cold and needing to put their shoes and coats on before going outside. Children enjoy regular exercise that helps to keep them healthy and promotes their physical skills. They confidently develop their coordination skills in the garden. This contributes to their good health.

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

Children are learning to take responsibility for their own safety as they are taught about how to keep themselves safe. For example, the childminder reminds them to tidy away when they have finished playing with the toys to keep the environment safe and free from the dangers of tripping over. Such effective support helps the children learn how to keep themselves safe. However, children do not routinely practise the fire evacuation procedures, which could potentially put them at risk during a fire. Children have good opportunities to develop their physical skills as they enjoy playing in the garden on bikes and a low-level trampoline. The childminder also takes children on regular outings to the local groups. This fosters children's confidence, independence, and social skills. Consequently, they are becoming prepared for the next stage in their life, such as starting to school.

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provision

The childminder clearly recognises her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has a secure understanding of safeguarding issues and concerns. This means she knows who to contact should she have any child protection concerns about a child's welfare. Written policies and procedures are shared with parents ensuring they know and understand her responsibility regarding the children's safety and well-being.

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provision

Safety has also been considered within the setting and when away from the home. For example, the childminder has conducted risk assessments, and updates these regularly. Toys and resources are checked for wear and tear. Any changes to the house or garden or the addition of a new piece of equipment are assessed for potential risk and any actions required to maintain children's safety are added to the written assessment.

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provision

The childminder is reflective in her practice and committed to continuous improvement. She recognises areas for further development to help her to improve outcomes for children. For example, she would like to enhance her own spoken English. She believes this would enable her to further extend learning for children who speak English as an additional language. She would also like to complete her level 3 training to enhance her knowledge of the Early Years Foundation Stage.

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provision

Partnerships with parents are very positive. Parents are happy with the care and learning provided for their children. Written parent questionnaires shared with the inspector say 'more than happy', 'house is wonderful', 'completely satisfied', 'you go out of your way', 'appreciate everything', 'I haven't any reservation about your service', 'excellent contact and open relationship'. Parents are fully aware of their child's routines and what they have done in the setting as the childminder shares daily information. A number of children attending the setting speak English as an additional language; the childminder speaks to some children in both their home language of Polish and English, as it is her first language. The childminder is aware of the need and importance to develop positive links with other early years providers should the need arise. This helps to meet each child's specific needs so they make good progress in readiness for school.

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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. 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 EY451562 Local authority West Sussex Inspection number 903919 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 11

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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

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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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