Childminder 109048

Inspection date

Previous inspection date 27 October 2016 8 April 2013

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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 establishes what children can and cannot do when they start with her. She makes regular observations and assessments and uses these to plan children's next steps in learning and development. Children make good progress.  Children are confident and independent. They freely choose their toys and have particular favourites that they share easily and have equal access to, such as a large doll's house. The childminder builds strong emotional bonds with children. This supports children to have a positive sense of well-being.  The childminder is ambitious and develops her knowledge and skills for the benefit of the children, such as completing further training. The childminder and her co- childminders work well together. For example, they share information about the different training they have attended, which helps to support consistent practice.  Children are well prepared for school. The childminder shares information with schools

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This provision is good

and other settings children attend, which helps to support a consistent approach to their learning.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to help children develop their understanding of mathematical language and concepts.  Children do not have a range of opportunities to extend their understanding of differences and similarities between themselves and others.

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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

 provide more opportunities for children to develop their understanding of mathematical language and concepts to help extend their learning further  improve children's understanding of the differences and similarities between themselves and others.

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Inspection activities

 The inspector spoke to parents and took account of their views.  The inspector discussed the childminder's evaluation of her work and the documents relating to children's progress.  The inspector viewed the areas of the childminding premises that children use.  The inspector observed the childminder interacting with the children and discussed her practice.  The inspector sampled written documentation, including safeguarding procedures.

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Effectiveness of the leadership and management is good

Partnerships with parents are good. Parents state that they are pleased with the daily verbal information they receive about their children's activities and care. This helps to support continuity in children's experiences. Safeguarding is effective. The childminder has a detailed knowledge of how to keep children safe from harm. She knows who to contact should she have a concern about a child's safety or well-being. The childminder evaluates her service and provision well and identifies regular improvements to her practice. For example, she and her co-childminders have recently reviewed the toys available to reflect the interests of the younger children attending the setting. The childminder monitors children's progress accurately to help identify and close any gaps in learning.

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Quality of teaching, learning and assessment is good

Children's early reading skills are well supported. For example, the childminder skilfully questions children about the characters and events in books. Children confidently express their opinions about their likes and dislikes. For instance when discussing vegetables, children commented 'I do not like the taste or the texture of peas.' The childminder supports children's communication and language skills effectively. For example, she encourages correct pronunciation when she repeats words and sentences clearly back to children.

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Personal development, behaviour and welfare are good

The childminder manages children's behaviour well. Children learn to compromise and to resolve minor conflicts. They develop respect for the needs of others. The childminder acts as a positive role model, such as using good manners. Children are polite and behave well. They develop a good awareness of keeping healthy. For instance, they know to wash their hands before lunch, delighting in the different coloured soap available. The childminder encourages children to be independent. For example, children learn to use cutlery confidently and cut up their healthy snacks themselves, such as bananas.

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Outcomes for children are good

Children develop the skills they need for their move to school. They develop their literacy skills well. For example, a group of children sat together companionably to share a book, taking turns to make comments about the different characters. Children learn to write their own names using a capital letter at the beginning. They follow established routines easily. For instance, they need no reminders to hang up their coats following outdoor play. Children learn to manage possible risks, such as picking up toys from the floor.

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Setting details

Unique reference number 109048 Local authority East Sussex Inspection number 1061181 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 17

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Name of registered person

Date of previous inspection 8 April 2013

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Telephone number

The childminder registered in 1996. She lives in Hastings, East Sussex. The childminder works alongside three other registered co-childminders. She works three days per week from 7.30am to 6pm, throughout 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

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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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