Childminder in West Sussex

Inspection date

Previous inspection date 26 August 2016 18 October 2012

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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 has high expectations of children and makes accurate assessments of their skills and progress. Children are supported to make good progress from their starting points and close any gaps in learning.  The childminder provides a welcoming and stimulating environment that helps support children's creativity and imagination both indoors and outdoors. Children engage in a range of activities and learn to think critically about their experiences.  Parents are kept well informed about their children's learning. The childminder encourages parents to share information about their children's development. She uses this information to effectively plan activities to support children's learning further.  Children's communication and language skills are encouraged very well. The childminder questions children and encourages them to think and respond. Children are confident when talking to others and their social skills are effectively supported.

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It is not yet outstanding because:

 The childminder does not always fully encourage children's early literacy skills. For example, by consistently making resources available to encourage children to build on their early writing and early reading skills.  The childminder does not fully develop children's knowledge of time and their understanding of changes within the daily routines. For example, by preparing them that another task, such as snack time, will happen soon.

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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

 make the most of all opportunities to develop children's early literacy skills further  develop children's understanding further of time and prepare them for changes to routine.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on the children's learning.  The inspector spoke to parents and took account of their views.  The inspector viewed a range of documents including policies and procedures, planning and tracking documents, risk assessments, accident and medication records, and qualifications.  The inspector and childminder jointly evaluated an activity and discussed children's play, learning and progress.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder demonstrates a clear understanding of the procedures to follow if she has to report a safeguarding concern for children's welfare. She encourages children to manage their own risks and to learn to play in safety. She reflects on her own practice well. She identifies areas to develop her professional development and has a clear vision of how to improve her practice. The childminder meets with other professionals to share ideas. She regularly reviews the progress children make and shares this with parents, she also helps them to develop their children's learning at home further. The childminder is developing her links with other providers children also attend to help provide consistency in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder observes and assesses children's development regularly to help plan activities that are exciting and based on children's individual needs. The childminder plans activities to support children's individual needs. For example, she makes sure the materials, such as seeds, are available for children to make bird feeders as soon as they have finished their snack. During an activity where children make bird feeders the childminder asks them about what they are doing and introduces new words for children to use such as 'squishy', 'sticky' and 'gooey'. The childminder actively encourages the use of mathematical language during activities. For example, she asks them to count how many feeders they have made and if they have more or less than each other.

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Personal development, behaviour and welfare are good

The childminder has a good knowledge of children's individual needs and abilities. Children explore a variety of resources supporting the development of their imagination and creativity. The childminder supports children's independence skills well. For example, children ably wash their hands before preparing their own snacks. Children have the opportunity to be physically active; for example, they often go exploring at the nearby farm. The childminder acknowledges and celebrates a wide range of cultural events to help children develop their awareness of differences and diversity. The childminder has a positive approach to behaviour. Children are very well behaved.

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Outcomes for children are good

Children develop the skills required to help them in their future learning, such as in readiness for school. For example, they learn about weight and measurement, and use mathematical language when being creative. Children learn to share and take turns; for example, they encourage each other to join in with their role play and share out the resources with each other. They socialise with each other and talk about their families and the local community.

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Setting details

Unique reference number EY429537 Local authority West Sussex Inspection number 1059020 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 7

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Name of registered person

Date of previous inspection 18 October 2012

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Telephone number

The childminder registered in 2011. She lives in Upper Beeding, near Steyning, West Sussex. The childminder operates her service all day on Monday to Friday, all year round.

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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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