Childminder EY294378

Inspection date

Previous inspection date 2 November 2016 28 May 2014

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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

 Partnerships with parents are good. The childminder keeps parents regularly informed about their children's learning, development and progress.  The childminder assesses children's starting points and makes regular observations of their achievements. This helps her to plan activities which support the next steps in their learning. Children make good progress.  Children's sense of belonging and well-being are well supported. For instance, there are strong emotional bonds between children and the childminder. Children freely and confidently choose their own toys and activities from the easily accessible range on offer.  The childminder works closely with her co-childminders. For example, they evaluate and discuss how successful the day's activities have been in supporting children's learning and development.  Children behave well. They are happy, content and understand the importance of considering and respecting each other's views and ideas.

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It is not yet outstanding because:

 The childminder does not make the most of all opportunities to encourage children to explore and investigate the natural world more closely.  Children are not consistently able to extend their understanding of mathematical concepts, such as using number language in their play.

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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 encourage children to explore and investigate the natural world  provide a greater range of experiences to help children develop their understanding of mathematical concepts and language.

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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 relating to their progress.  The inspector sampled written documentation, including safeguarding policies and procedures, and suitability checks.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a thorough knowledge and understanding of the procedures to follow to help keep children safe from harm. She knows who to contact if she has a concern about a child's safety or welfare. The childminder evaluates her practice regularly and uses this to make positive changes. For example, she attends training to build on her skills and knowledge to raise outcomes for children. The childminder shares her knowledge with her co-childminders, which helps to develop the overall quality of teaching they provide. She monitors children's achievements and progress regularly, which helps her to provide additional support and guidance to help them catch up.

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Quality of teaching, learning and assessment is good

There are good links between the childminder and other settings that children attend, including schools and pre-schools. She regularly exchanges information with them, which helps to provide consistency in children's care and learning. The childminder supports children's communication and language skills effectively. For example, she provides clear explanations to children's questions, sings songs and shares books with them. The childminder models words and sounds and provides children with plenty of time to repeat and master them for themselves. This helps children to quickly develop a good range of vocabulary and make connections between sounds, words and objects. For example, young children mimic the sound of a sheep when playing with toy sheep models.

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Personal development, behaviour and welfare are good

The childminder understands how to support children's physical well-being and good health. She provides them with a healthy, balanced and nutritious diet. Children learn to peel and cut up their own fruit, which helps to develop their understanding of using equipment such as kitchen knives safely. Children enjoy being outside, playing in the piles of fallen leaves. They jump up and down, listening to the sounds they make under their feet. The childminder understands the importance of helping children to learn about the differences between themselves and others. For example, she takes time to talk to them about people they see out in the community.

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Outcomes for children are good

Children develop a wide range of skills and knowledge, which helps to prepare them for school. They confidently lead their own play, share and take turns. For example, children make good use of experiences from home as they drive around in pretend cars, informing each other that they have to stop when the traffic light is red. Children develop good literacy skills from an early age. For example, young children keenly turn the pages of books and excitedly reveal the pictures hidden under the book flaps.

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Setting details

Unique reference number EY294378 Local authority East Sussex Inspection number 1068723 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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Telephone number

The childminder registered in 2004. She lives in Hastings, East Sussex. The childminder provides her service on Monday and Wednesday, from 7.30am until 6pm, throughout the year. The childminder works with three other childminders.

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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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