Childminder EY446932

Inspection date

Previous inspection date 23 February 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder offers a safe and welcoming home environment for children. They play with a good range of resources that they can easily choose for themselves.  The childminder has warm and caring relationships with children. She is sensitive to their individual needs and routines, and plans the day to meet their needs well. Children are happy and settled in her care.  Children take part in a wide range of interesting activities based on their interests and needs. They make good progress in their learning.  The childminder works effectively with parents and keeps them well-informed about their children's care and learning. For example, they have access to their children's learning journals through a secure online website as well as face-to-face contact with her.  The childminder works well with other early years settings where appropriate, to develop a consistent approach. For instance, they share valuable information about

p.1

It is not yet outstanding because:

 The childminder does not provide frequent opportunities for all children to share their home experiences, to further support their understanding of diversity and the wider world.  The childminder regularly reflects on her practice but has not fully developed rigorous systems for monitoring and evaluating the service she provides.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 extend opportunities further for children to share their home languages, backgrounds and experiences  develop the systems for self-evaluation and reflective practice further, in order to build on good practice and continually raise the quality of the provision.

p.2

Inspection activities

 The inspector observed children taking part in activities with the childminder.  The inspector had discussions with the childminder throughout the inspection about her practice and about children's learning and development.  The inspector sampled paperwork, including children's records, and policies and procedures.  The inspector checked the areas of the childminder's home used by children.  The inspector read questionnaires from parents and took account of their views.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has completed a child protection course and knows what to do if she has concerns about a child's welfare. She keeps all of the paperwork required for childminding. The childminder makes good use of links with other childminders to keep up with changes and get new ideas. She is motivated to continually develop her skills, for example, by attending local training. She uses her observations of children effectively to assess their progress and identify any gaps in their learning. Parents comment that they are happy with the care the childminder provides. They feel their children are safe and well-cared for, and are pleased with their good progress.

p.3

Quality of teaching, learning and assessment is good

The childminder gets to know children well. For example, she gathers detailed information about children from their parents before they start. She plans activities carefully so that all children can take part. For example, younger children made their own smiley fruit-faces at snack time while older children are able to cut their fruit with knives. Children practise their early mathematical skills, for example, when they count the pieces and sort them into different types of fruit. The childminder offers gentle guidance and support while encouraging children to try things for themselves. She supports children's language and communication development effectively. For example, she talks to children as they play, encourages conversations and introduces new words.

p.3

Personal development, behaviour and welfare are good

The childminder acts as a good role model. For example, she reminds children of the rules and expectations, and encourages them to think about other people's feelings. The childminder supervises children closely. She makes thorough risk assessments of her home and any outings, so children can play safely. She helps children learn the skills they need to keep themselves safe. For example, they understand that they need to tidy the toys away to make the floor safe. The childminder promotes children's good health effectively. For example, they learn simple good-hygiene routines, such as washing their hands before they eat. They play outside every day, going for walks in the park or using the playground at the children's centre. They have fun playing in the fresh air and developing their physical skills on the equipment in the park.

p.3

Outcomes for children are good

All children make good progress based on their starting points. Children behave well. They show concern for each other and learn to share and take turns. Children learn to become more confident and independent. They are well-prepared for the next stage of their learning and for school.

p.3

Setting details

Unique reference number EY446932 Local authority West Sussex Inspection number 895215 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 4 Number of children on roll 2

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2012. She lives in Crawley, West Sussex. She cares for children each weekday throughout the year.

p.4

Telephone number

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.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5