Childminder 156288

Inspection date

Previous inspection date 27 October 2016 25 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

 Children feel safe. They confidently and happily choose their own activities from the wide range available. Relationships are warm and caring. This supports children's self- esteem and sense of belonging.  The childminder works well with her co-childminders. She checks the consistency of the teaching and together, they evaluate the suitability of the activities on a daily basis.  The childminder establishes each child's unique starting point. From there, she regularly assesses children's progress and uses this information to plan appropriate activities. Children make good progress from their starting points.  The childminder updates and builds on her skills and knowledge to improve outcomes for children. For example, she attends a wide range of additional training.  Children learn good skills to support their future learning. For example, when playing on a see-saw, two children happily shared this and took turns, giggling delightedly as it

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It is not yet outstanding because:

 The childminder does not provide enough resources or opportunities for children to explore and investigate the natural world to extend their learning further.  At times, the childminder does not make the most of opportunities to involve parents in their children's learning to help encourage a more consistent approach to supporting their progress at home and in the setting.

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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 explore and investigate the natural world to extend their learning experiences further  make the most of opportunities to further involve parents in their children's learning to help encourage a more consistent approach to supporting their progress at home and in the setting.

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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 childminder's home 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

Safeguarding is effective. The childminder has a thorough knowledge of how to keep children safe and knows who to contact should she have a concern about a child's safety or welfare. The childminder evaluates her practice regularly and makes positive improvements. For example, she has recently renewed toys to reflect the interests of the children. The childminder checks children's progress accurately. This enables her to identify gaps in learning and provide appropriate support, using other professionals where necessary. The childminder has good links with other settings children attend. She shares information with them to help ensure continuity in children's learning and development. Overall, partnerships with parents are good. For example, the childminder works closely with them to help meet children's care needs consistently.

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Quality of teaching, learning and assessment is good

The childminder prepares children well for their move to school. She shares information about children's achievements with the teachers. Children's communication and early reading skills are well supported. For instance, a young child sharing a book with the childminder enthusiastically and correctly named different animals and eagerly showed a favourite animal to a co-childminder. The childminder encourages children to extend their vocabulary. For example, she used the correct names of 'engine' and 'carriage' when a child showed interest in creating his own train.

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Personal development, behaviour and welfare are good

The stimulating and welcoming environment is clean and hygienic. A nutritious diet supports children's physical development well. Children learn to independently manage their self-care and personal hygiene. They understand and follow established routines. For example, children know they need to wash their hands before lunch. The childminder supports children's social skills effectively. For instance, children sit and chat during lunch, and they happily share information about their experiences. Children behave well. They learn to respect each other and play cooperatively.

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Outcomes for children are good

Children learn the skills they need for their move to school. They show interest in both reading and writing. For example, they enjoy writing their names. Children listen carefully to adults and to each other, and they talk about their play confidently. Children's physical skills are supported effectively. For example, children learn to negotiate the steps on a slide and enjoy achieving new skills such as learning to unfasten their shoes.

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Setting details

Unique reference number 156288 Local authority East Sussex Inspection number 1061557 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 25 March 2013

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Telephone number

The childminder has been registered since 2001. She lives in Hastings, East Sussex. She works with three other registered co-childminders. The childminder works five days a 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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