Childminder EY451028

Inspection date

Previous inspection date 27 October 2016 7 March 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 works closely with other early years settings that children attend. They meet regularly to compare children's learning and cooperate to give children consistent support.  Children enjoy plenty of time outside and away from the childminder's home, as part of a healthy daily routine. For example, they explore the environment and nature in the childminder's garden and nearby green spaces. They learn how to be sociable and make new friends, such as when they visit local toddler groups.  The childminder talks to children constantly and introduces plenty of language. She asks questions and explains things to children to help their speech development and understanding.  Children make good progress in all areas. The childminder provides a wide range of experiences that support all aspects of their learning well.

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It is not yet outstanding because:

 At times, the childminder does not consistently engage children in activities to enable them to follow their interests and fully explore their ideas.  The childminder has not established fully effective ways to encourage parents to share information about children's ongoing achievements at home, to enable her to support children's learning more fully.

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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

 review the organisation and planning of adult-led activities to involve all children more consistently, to enable them to follow their interests and explore their ideas  find ways for parents to contribute even more to their children's learning and progress, to support continuity between the setting and home.

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Inspection activities

 The inspector observed the childminder and children, indoors and outdoors.  The inspector completed a joint observation with the childminder.  The inspector took account of parents' written views and comments.  The inspector spoke to the childminder and children throughout the inspection.  The inspector looked at a sample of documentation, including children's progress records, self-evaluation and suitability checks for the childminder.

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Effectiveness of the leadership and management is good

The childminder keeps her skills and knowledge up to date, including meeting with other childminders to discuss good practice issues and completing training. For example, a course about behaviour has increased her understanding of how to better support children in different situations. The childminder continuously evaluates how well she is meeting children's needs. Parents complete questionnaires with their views, which are all very positive. The childminder uses her evaluation to plan changes and improve the provision and outcomes for children. For example, she has sourced images of emotions to help children to understand their feelings, and has erected a playhouse in the garden to support their imaginary play. Safeguarding is effective. The childminder knows how to recognise and address any concerns about children's welfare and keep them safe.

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Quality of teaching, learning and assessment is good

The childminder uses an effective system to track children's progress. From the start, she observes how they play and what they like to do. She asks parents what children like at home, all of which informs her planning. The childminder provides interesting activities and her enthusiasm helps children to get involved. They enjoy using their senses to hear, smell and feel various textures. For example, they collect fallen leaves, acorns and twigs to mix with tiny seeds for scooping and pouring. Children who dislike getting messy gradually get involved with the childminder's gentle support. For instance, she puts paint in bags for children to make patterns and still keep clean.

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Personal development, behaviour and welfare are good

Children are very settled with the childminder and enjoy her company. They learn to be aware of other people and respect their differences. For instance, they watch and discuss the Paralympics, and find out about other people's celebrations, such as Chinese New Year. Children are considerate and behave well; even very young children learn to share and be kind. The friendly atmosphere helps children feel secure and confident. Children become increasingly independent, for instance, they select their own toys and learn to dress themselves. The childminder tells children about possible hazards to help them learn to keep safe. For example, on outings they walk holding on to the buggy and cross roads at crossings.

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Outcomes for children are good

Children develop a range of skills and qualities that prepare them well for further learning, such as school. They understand simple mathematics, such as counting, sorting and size. They enjoy stories, books and singing, ready for learning to read. Children are creative and imaginative. For example, they rolled out dough, moulded it into shapes and poked twigs and leaves into it. Children are inquisitive and make good progress from the start.

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Setting details

Unique reference number EY451028 Local authority West Sussex Inspection number 1062857 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 5 Number of children on roll 4

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Name of registered person

Date of previous inspection 7 March 2013

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Telephone number

The childminder registered in 2012. She lives in Horsham, West Sussex, and works all day from Monday to Friday.

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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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