Childminder 510370

Inspection date

Previous inspection date 7 June 2016 18 June 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Partnerships with parents are good. The childminder keeps parents well informed about their children's welfare and learning. They work well together to support children's learning at home and in the setting.  Children make good progress from their starting points. The childminder knows them well as individuals and monitors their development closely in order to identify and address any gaps in their learning.  The childminder provides children with a good range of interesting and challenging toys. She encourages children to explore their environment and supports their choices in play.  The childminder is skilled at extending children's early language development. For example, she listens to the sounds babies make and responds using simple words.  The childminder is caring and positive with the children. She is attentive to their care needs and offers them affection when needed. Children are happy and secure in her

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities during play, to build on children's mathematical skills further, such as comparing sizes and counting.  The childminder reflects on her practice to help drive improvements, however, does not routinely take into account the views of all parents to help strengthen this even further.

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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

 increase the opportunities for children to further develop their understanding of mathematical ideas as they play  provide more opportunities for parents to contribute their views and suggestions to develop the provision further.

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Inspection activities

 The inspector observed children and the childminder playing together.  The inspector examined a sample of documentation, including safeguarding policies and procedures, and children's records.  The inspector and childminder discussed the play activities and children's learning during the inspection, and undertook a joint observation of children's play.  The inspector observed the quality of teaching and the impact this had on children's learning.

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Effectiveness of the leadership and management is good

The childminder has successfully improved her practice and the quality of care and learning since her last inspection. For example, she has introduced a new way of assessing children's development, which helps her to plan precise next steps to encourage further progress. She has acted on previous recommendations effectively. For instance, she consistently encourages children's ideas and gives them plenty of time to think and share their views. The childminder continues to develop and improve her knowledge in various ways. This includes talking to other childminders and through research. Safeguarding is effective. The childminder has a thorough understanding of how to deal with child protection concerns. She confidently knows how to identify and minimise risks to children effectively. This contributes well to maintaining children's safety and welfare.

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Quality of teaching, learning and assessment is good

The childminder regularly observes children and plans a range of activities and experiences based on their interests and their next steps in learning. For example, she encourages younger children to freely explore paint with brushes and their hands. The childminder interacts well with children and effectively extends their learning during play. For instance, as children enjoy playing with pretend food, she encourages them to name the different food and talk about their colours. The childminder encourages babies to develop their sensory skills, such as when they explore a variety of natural objects.

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Personal development, behaviour and welfare are good

Children are warmly welcomed into the childminder's nurturing home where their emotional and physical well-being are well supported. The childminder is a good role model for children, who behave well and learn to treat others with respect. For example, they play well together and older children are caring towards babies. The childminder praises and encourages children consistently and builds their self-esteem and confidence for future learning. Children benefit from enjoyable outdoor physical experiences, such as regular trips to local parks and the well-equipped outdoor play area.

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Outcomes for children are good

Children are well motivated and enjoy their learning. They use their imaginations well to express themselves during play. For example, they enjoy acting out scenarios, such as cooking meals in the role-play kitchen. Children enjoy making choices in their play and have a good sense of independence. They become confident communicators. For instance, younger children use gestures and facial expressions to express themselves and older children enjoy discussing their favourite things. Children are quickly learning the skills they need for their future.

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Setting details

Unique reference number 510370 Local authority East Sussex Inspection number 1048780 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

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Name of registered person

Date of previous inspection 18 June 2014

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Telephone number

The childminder registered in 1992. She lives in Eastbourne, East Sussex. The childminder provides care for children between 7.15am and 5.30pm each weekday, all year round. The childminder works with one other registered childminder.

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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

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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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