Childminder in Brighton and Hove

Inspection date

Previous inspection date 7 June 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 has a clear knowledge of children's needs. Children are gradually introduced to the setting during a flexible settling-in period. They quickly form trusting relationships with the childminder. Children are confident, relaxed and eager to learn.  The childminder uses information that she gains through observation effectively. She supplies parents with a written summary of the good progress their children are making, including a clear learning plan and next steps for each child. She uses several methods, including an online assessment programme, to help encourage parents to be part of their children's learning.  The childminder completes robust risk assessments. She logs all accidents and reviews the records regularly. She sets in place procedures to help her to ensure that any accidents that occur are not repeated. This helps the childminder to minimise risk for children.  The childminder makes very good use of the outdoors, local natural areas and parks.

p.1

This provision is good

She provides opportunities for children to observe animals closely, and search for and collect natural materials and visit public gardens. Young children use all their senses as they explore different surroundings.

p.1

It is not yet outstanding because:

 The childminder does not work as effectively as possible with all other settings that children attend, to ensure continuity in children's learning and to enhance progress further.  The childminder does not fully use parent's feedback and her own findings in her self- evaluation to help her to rapidly improve, achieve and continue to sustain the highest possible standards for children.

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

 strengthen the partnerships with other childcare settings that children attend, to more effectively promote continuity in their learning  use the information gathered from parents, self-evaluation and reviews, to develop even more rigorous and highly effective plans for ongoing improvement.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors, and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at a range of documentation including policies, evidence of the suitability of household members, observation and assessment documentation, as well as the safeguarding procedures.  The inspector observed a planned activity and evaluated this with the childminder.  The inspector reviewed the childminder's self-evaluation with her.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the signs and symptoms that might indicate a cause for concern about children's welfare and how to report them. She is committed to professional development. The childminder completes research to help her to keep abreast of changes to legislation. She then updates the policies and procedures that help to underpin her practice. The childminder attends training that will enhance the care that she provides for children. For example, she has completed courses to extend her work with those children showing an interest in initial sounds and letters, in preparation for school. In addition, the childminder has implemented the knowledge gained during a dental care course, in order to more effectively support children's awareness of oral hygiene and their good health.

p.3

Quality of teaching, learning and assessment is good

The quality of the childminder's interaction with children is good. She routinely gets down to their level when speaking. Children settle comfortably with the childminder to listen to stories, during their regular story circle. She expertly includes children in retelling stories and anticipating what may happen to the characters. This is one way that the childminder supports children's literacy development. The childminder offers simple ways for children to explore mathematics. For example, as children play with dough she encourages them to divide it, continually assessing how many more pieces they have. The childminder embraces opportunities to help children learn about each other's culture and language. For example, children discuss important celebrations observed around the world, to help broaden their understanding of diversity beyond their immediate family.

p.3

Personal development, behaviour and welfare are good

Children respond to the childminder's calm approach. She acts as a good role model to aid children in developing positive attitudes towards others. The childminder works closely with parents, in order to provide consistent expectations for children's behaviour and work on any recurring issues. She introduces children to activities they can complete together, such as working in groups to play games. This is one way that she encourages them to share, take turns and consider the needs of others. Children independently wash and dry their hands. The childminder talks to them about the importance of simple hygiene practices, to help them to understand why such routines are important to their health.

p.3

Outcomes for children are good

Children enjoy role play and eagerly select the toys that they wish to use and play collaboratively together. Children begin to make important decisions together and understand that their thoughts are respected. For example, they choose between visits, such as to the farm or the splash park, before eagerly gathering the items that they need to take with them. Children are motivated to explore tactile materials, such as, glue, malleable dough and cotton pompoms. All children, including those who speak English as an additional language, make good progress given their starting points. The childminder monitors children's progress to ensure that any identified gaps in learning are closed. Children are acquiring the confidence and skills that they need to start nursery or school.

p.3

Setting details

Unique reference number EY476656 Local authority Central Bedfordshire Inspection number 973801 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 6 Number of children on roll 7

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in Stotfold. She operates all year round from 7am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language.

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