Dominick, Sarah

Inspection date

Previous inspection date 12 November 2015 23 March 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder is motivated to continually improve the provision. She reflects on her practice and identifies areas for development. For instance, since the last inspection, she has reviewed her risk assessments to make sure they are fully effective and robust.  The childminder provides a welcoming environment for children. There is a good selection of resources and play materials available that children choose for themselves. Children quickly grow in independence in the setting.  Children enjoy taking part in a wide variety of stimulating activities and experiences based on their interests and needs. They make good progress in their learning.  The childminder promotes children's emotional and physical well-being effectively. For example, she is sensitive to children's individual needs and routines, and plans the day to make sure she meets these well.  The childminder keeps parents well informed and involves them in their children's

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This provision is good

learning. For example, she uses a daily journal and talks to parents every day.

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It is not yet outstanding because:

 The childminder does not always make full use of her assessments to frequently compare the overall progress of individuals and groups of children.  The childminder's systems for gathering the views of parents as part of her self- evaluation process are not fully developed.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 build on the monitoring of the overall progress of individuals and groups of children, to identify whether gaps in achievement are closing between them as quickly as possible and to review teaching  increase the involvement of parents in the evaluation of the provision.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has completed a child protection course and knows what steps to take if she has concerns about a child. She keeps all of the records required for childminding. These are well organised and up to date. The childminder makes use of local training to develop her skills. For example, a course about mathematics has helped her review how she adapts activities, such as games, to make sure that all children can take part. Comments from parents show that they particularly value the childminder's caring approach. They are very happy with their children's progress and feel their children are safe and well looked after.

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Quality of teaching, learning and assessment is good

The childminder gets to know children well. For example, she gathers as much information as she can from parents before children start. She observes children closely and plans activities to build on their skills. She supports children's language and communication development effectively. For example, she talks to children as they play, asks questions and introduces new words. She gives children time to explore their ideas and builds on their play well. For example, children enjoyed painting red poppies and the childminder encouraged them to explore the paint further by providing paper for them to make hand prints. The childminder encourages children to try things for themselves. For example, children confidently used tools to cut and shape the play dough with the childminder's guidance and support.

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Personal development, behaviour and welfare are good

The childminder acts as a good role model, encouraging children to treat one another with respect. She offers children gentle guidance and praise, which builds their self-confidence and helps them behave well. The childminder supervises children vigilantly to make sure they are safe. In addition, she helps them learn skills they need to keep themselves safe. For example, children take part in regular fire drills so they know what to do in an emergency. 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 in the garden or enjoy a walk in the woods. They have fun in the fresh air and benefit from regular exercise as part of a healthy lifestyle.

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Outcomes for children are good

All children make good progress based on their starting points. They learn a variety of useful skills that prepare them effectively for the next stage of learning and for school. They grow in independence. For example, they help themselves to toys and manage their own shoes and coats. They play well together, learning to share and take turns.

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Setting details

Unique reference number EY234354 Local authority West Sussex Inspection number 846993 Type of provision Childminder Day care type Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 23 March 2011

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Telephone number

The childminder registered in 2002. She lives in Barnham, West Sussex. She cares for children each weekday throughout the year. The childminder holds a relevant qualification at level 3. She receives funding for the provision of free early education for children aged two, three and four years.

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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.

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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.

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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 .

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Telephone number

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

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Telephone number

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

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