Childminder in West Sussex

Inspection date

Previous inspection date 1 April 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 good relationship with parents and shares children's information in a number of ways. This flexibility helps to provide consistency in planning for children's care and learning, both at home and with the childminder.  The childminder gets to know children very well and adapts her practice to suit their individual needs.  The childminder supports children's emotional well-being effectively. For example, she cuddles them and gives them specific praise to build on their self-esteem and confidence.  Children have a close attachment with the childminder and are happy and confident. They begin to learn skills that help them progress and prepare for the next stage in their learning. For example, they gain independence and begin to manage their personal care needs.  The childminder continually evaluates and reflects on her practice. She ensures children make good progress and tracks their development. She identifies any gaps in learning

p.1

This provision is good

and works with parents and other professionals to implement a development plan.

p.1

It is not yet outstanding because:

 At times, the childminder does not make full use of daily routines to challenge and extend children's learning further.  The childminder does not always provide enough opportunities to extend children's understanding of technological equipment to help them learn how some things work for a purpose.

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

 make the best possible use of all opportunities that arise during daily routines to extend children's development and learning  strengthen children's early understanding of technology to help them learn how some things work.

p.2

Inspection activities

 The inspector observed interactions between the childminder and the children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, and policies and procedures.  The inspector took the written views of parents into account.  The childminder gave the inspector a tour of the premises.

p.2

Effectiveness of the leadership and management is good

The childminder has a very good understanding of the children in her care. She is able to build a clear picture of their development from the start. Her flexible settling-in procedure reassures parents to help them feel very comfortable leaving their children. The childminder works in partnership with parents. For example, she put together a 'busy bag' of children's favourite toys and activities to continue their learning at home. Safeguarding is effective. The childminder has a good understanding of how to keep children safe. She is fully aware of the procedures to follow if she has any safeguarding concerns about children in her care. She keeps up to date with any new legislation and practice changes to help improve her teaching skills. The childminder shares this information with parents.

p.3

Quality of teaching, learning and assessment is good

The childminder role models good behaviour using different techniques. For example, when children became overly boisterous she quickly gave lots of reasons why they could use their hands for clapping or waving and effectively distracted them. The childminder positively follows children's interests. For example, after discovering children were very interested in water play she obtained waterproof outfits so children could play outside with the water, regardless of the weather. The childminder effectively extends activities to engage children further, such as using scented water. Children are confident and motivated learners.

p.3

Personal development, behaviour and welfare are good

The childminder teaches children to manage risks and their own personal safety. They learn how to keep safe when using play equipment. For example, children know to wait when using the slide and ensure the bottom of the slide is clear before they go down. The childminder understands the importance of teaching children about healthy lifestyles, such as having regular fresh air and exercise. Children develop good social skills and enjoy the world through a wide range of interesting experiences. For example, they visit the park, other childminders and toddler groups, feed the ducks and have other exciting outings to extend their learning.

p.3

Outcomes for children are good

Children feel safe and secure. They begin to learn good skills that will help them get ready for school. For example, young children count and start to understand mathematical language, such as 'big' and 'small'. Children develop independence. For example, they choose healthy snacks and manage tasks for themselves, such as washing their hands. Children develop good listening and communication skills.

p.3

Setting details

Unique reference number EY481676 Local authority West Sussex Inspection number 995354 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 4 Number of children on roll 1

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in Bognor Regis, West Sussex. The childminder operates her service from Monday to Friday, throughout the year, from 8am to 5pm.

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