Childminder EY447141

Inspection date

Previous inspection date 14 September 2016 14 November 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 good partnerships with other professionals, which helps to provide consistency in children's care, learning and development.  The childminder monitors children's progress, identifies any gaps in their learning and puts plans in place to help all children make good progress.  Children begin to understand that tools and equipment are used for a purpose. For example, they are able to use cutlery and play with toys with buttons to help them understand how things work.  The children form strong attachments to the childminder. Children are keen to learn in a safe and welcoming environment where they are valued and respected.  The childminder supports children's self-esteem effectively. For example, she praises them and helps to support their emotional well-being.  Children are prepared well for school. They develop good speech and language skills and have good opportunities to extend their knowledge of letters and sounds, such as

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It is not yet outstanding because:

 Although the childminder shares information with parents, she does not make the most of all opportunities to encourage parents to extend their children's learning at home.  The childminder does not always use a range of methods to seek the views of parents and children to involve them in developing and improving the setting 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 opportunities to involve parents and children in the evaluation of the setting  enhance opportunities for parents to continue their children's learning at home.

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Inspection activities

 The inspector observed interactions between the childminder and the children, and held discussions in relation to the activity, children's learning and their play.  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 inspector looked at the areas of the childminder's home that are used by children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant are aware of what to look out for if they have a concern about a child's welfare. They understand the procedures to follow in relation to safeguarding. The childminder meets regularly with her assistant and shares any changes or updates in legislation or practice with her. For example, after attending safeguarding training and conducting her own research. She identifies any further training needs and implements a development plan to improve the quality of teaching. The childminder uses her observations of children's learning to plan the children's next steps. Children are motivated to learn. The childminder is committed to improving children's outcomes. For example, after attending training, she is now able to identify children's interests and plan learning more effectively.

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Quality of teaching, learning and assessment is good

The childminder supports children's mathematical skills well in preparation for school. For example, children explore size and shape. The childminder knows children very well and adapts her practice to suit their individual needs. She engages younger children, such as by using gestures and props, and extends their vocabulary by adding words. For example, when role-playing doctors and nurses the childminder extends children's language by adding new words, such as 'stethoscope' and 'thermometer'. The childminder provides a wide variety of toys, equipment and resources for children to choose for themselves and this helps them become independent learners.

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Personal development, behaviour and welfare are good

Children's behaviour is good. They learn to share, take turns and respect each other. The childminder and her assistant are good role models and help children to understand boundaries. Children's physical abilities develop well, for example, when they play outside on large equipment. They develop good social skills, such as through visiting toddler groups and on outings. The childminder teaches children about healthy eating. Children learn how food has an effect on their bodies and that it helps them to grow.

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Outcomes for children are good

Children learn good communication and language skills that help prepare them for the next stage in their learning. The childminder enables children to explore similarities and differences between themselves and others. They learn about diversity and different cultures in a variety of ways, for example, by reading books and celebrating festivals. Children are aware of their own needs and learn to become independent in managing some of their personal needs. For example, they begin to do some things for themselves, such as washing their hands and putting on their shoes.

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Setting details

Unique reference number EY447141 Local authority West Sussex Inspection number 1059360 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 12 Number of children on roll 3

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Name of registered person

Date of previous inspection 14 November 2012

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Telephone number

The childminder registered in 2012. She lives in Hassocks, West Sussex. She operates her service on Monday to Friday from 7.30am to 3.30pm, for most of the year.

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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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