Childminder in East Sussex

Inspection date

Previous inspection date 18/12/2014 10/09/2009

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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

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This provision is good

 Children's development across all areas of learning is promoted by the skilled childminder who has a thorough knowledge of the Early Years Foundation Stage.  The quality of teaching is excellent, with children benefitting considerably from stimulating and challenging activities based on their interests and needs.  Children develop a close relationship with the childminder, which enhances their personal, social and emotional development very positively.  Strong links made with parents successfully involve them in their children's care and learning, and the childminder keeps them well informed of their children's progress.  The childminder safeguards children's welfare at all times, and is committed to providing high-quality education and care for every child.

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It is not yet outstanding because

 Children do not have extensive opportunities to learn about diversity in the world around them.

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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 saw the areas of the childminder's home used for childminding.

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Inspection activities

 The inspector observed the childminder and children engaged in activities throughout the inspection.  The inspector discussed aspects of practice with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including learning records, suitability records for adults, and policies and procedures.

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Inspection activities

 The inspector spoke to a parent and read letters from parents with their views about the childminder.

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Information about the setting

The childminder registered in 2009. She lives with her partner and two school-aged children in Kingston, near Lewes in East Sussex. The family has a small pet dog. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for five children, of whom four are in the early years age group. The childminder provides care at various times on Monday to Friday for most of the year. The childminder holds Qualified Teacher Status.

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

 extend opportunities for children to learn more about diversity in the social world around them.

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who attend

Children benefit significantly from the childminder's excellent teaching and her provision of challenging and highly stimulating activities. Consequently, children thrive in her care and develop exceptionally good skills that prepare them comprehensively for school.

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who attend

Children lead a lot of their own exploration and learning through play, deciding what to play with and building on their current favourite activities. For example, during the inspection, children excitedly constructed a wooden train track, making decisions about what kinds of bridges to have. The childminder excelled in the way she introduced vocabulary such as 'big', 'little', 'long' and 'short', to extend children's language skills and next steps for learning as they played. Children responded excitedly as they commented 'Look, it's going under the bridge. Look at my long train; I need to make it bigger'. This showed how successfully the childminder promotes children's learning and development. Throughout the inspection, the childminder weaved words such as 'long', 'under', 'big' and 'small' into conversation as children engaged in different play activities. For example, children compared the sizes of a real Christmas tree with wooden play trees. Such

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who attend

teaching helps to embed learning for children in highly meaningful ways. Later, children chose to play an electronic keyboard, moving their bodies rhythmically to the beat. The childminder again used such spontaneous play to extend learning for children by providing additional musical instruments for them to explore.

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who attend

Planned, adult-led activities enable the childminder to teach more focused learning, still in a fun way, but building on children's developmental needs. Children became completely absorbed in a painting activity the childminder organised during the inspection. They had a great deal of fun making shapes, printing and blending colours, despite having some reservations initially about messy play. The childminder taught shape and colour names expertly to extend a child's current level of understanding. In turn, children showed their knowledge as they commented 'It's a snail' as the childminder said she was making a 'swirly pattern'.

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who attend

The quality of planning, observation and assessment the childminder uses is exceptionally good, enabling children to make extremely good progress. The childminder gathers important information about children's capabilities, developmental needs and interests from parents to use skilfully in her planning. On an ongoing basis, the childminder maintains meticulous records of children's progress, covering areas of learning relevant to each child's age. Children's scrapbooks contain many delightful photographs of children at play and examples of their creative efforts, for example pond-dipping, learning to peel carrots, making collages, writing names, visiting farms, baking and trips to the library. Such activities challenge children's thinking, physical skills and understanding of the world around them exceedingly well.

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who attend

The childminder promotes each child's learning and development through extremely good partnerships, with both parents and other settings, such as playgroup, that children attend. This enables everyone involved in the children's early learning to contribute positively to each child's development and readiness for school. Parents express considerable happiness in the care and education their children receive from the childminder.

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

Children develop close bonds and a harmonious relationship with the childminder, enabling them to feel safe, happy and secure in her care. Children settle immediately on arrival, chatting to their friends who are already busy playing in the lounge. The childminder is very attentive to the children's specific needs, while also enabling them to gain independence in a number of ways. Children learn to manage aspects of their personal care, while the childminder meets younger children's care needs efficiently. For example, the childminder promotes good hygiene practices when changing nappies, making sure children are comfortable and clean, while reducing risks of cross-infection.

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

Children have ample space to play freely and safely within the childminder's comfortable home. During the inspection, children delighted in spreading out the train track across the floor, adding cranes and play people to extend their imaginative play. The ready access to a good range of resources means children make their own decisions about what they do and play with, gaining good independence skills. Outdoors, children enjoy investigating objects in the sand and water trays. The childminder supplements children's learning experiences through the numerous outings she undertakes with them. Trips to the local library enable children to develop a positive and keen interest in books, gaining valuable literacy skills. Walks along the lanes past farms provide children with purposeful experiences as they buy eggs and see different animals in their natural habitat. Outings to a local soft play centre mean children test their physical capabilities and risk-taking play in

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

a safe environment. Here they learn to clamber, slide and move in different ways as they engage in physical play, important to their health and overall well-being.

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

Children benefit from eating a good range of meals and snacks while in the childminder's care. She makes sure children eat a balanced and nutritious diet, with meals such as fresh fish, rice and broccoli, as well as snacks of fresh fruit and water to drink. Children sit down safely to eat at the table, gaining useful skills for the future.

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

Children behave very well in the childminder's care, learning to treat each other and the environment with respect. The childminder uses clear and consistent strategies to help children to learn about boundaries and expectations. She offers children plenty of praise and encouragement to foster their confidence and self-esteem, which contributes to their feelings of self-worth. Children have some opportunities to learn about the world around them, to understand that we all look different, have individual needs and celebrate different events. The childminder uses books to introduce differences in society to children but has not fully considered how she can extend children's understanding of diversity even further.

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provision

The childminder safeguards children's welfare robustly through all aspects of her childminding practice. She makes sure children remain safe and within her sight and hearing at all times. Her good use of risk assessment means that children play in a safe and suitable environment, both in and outdoors. Children show they understand how to keep safe, for instance as they hold out their hand for the childminder to take it as they go upstairs. The childminder maintains a secure home and protects children appropriately from unvetted adults. She has a secure understanding of her role and responsibilities regarding child protection, including the possible signs that may indicate a child is at risk. The childminder uses comprehensive policies and procedures to underpin her practice and to help her to safeguard children. She holds a current paediatric first-aid certificate, enabling her to treat any injuries or children's health needs appropriately. All required

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provision

documentation to support her good childminding provision is in place and is maintained appropriately. The childminder makes sure certain documents are stored securely to maintain confidentiality for children and their families.

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provision

The childminder is a qualified teacher and reflects her experience and knowledge throughout her teaching and provision of educational programmes for children. Activities challenge children at the correct level, capture their interests and enable them to learn through purposeful play. Children's ownership of their own play, alongside excellent adult guidance, means they engage extremely well, gaining a very good range of skills and knowledge. The childminder collaborates with parents routinely so that they work together to promote very good outcomes for each child.

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provision

The childminder drives improvement in her practice informally, yet effectively. She seeks the views of parents through the use of feedback forms, helping her to identify any areas to develop further to improve the provision for children. The childminder attends training to maintain a current knowledge and understanding of early years to support her practice. Other training that has had a positive impact on her practice and the welfare of children includes child protection and food hygiene safety training.

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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 EY385498 Local authority East Sussex Inspection number 829953 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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