Childminder 108720

Inspection date

Previous inspection date 22 November 2016 14 October 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 provides a welcoming, well-organised environment for children. They choose from a good variety of resources that is suitable for their ages and needs.  Children are confident, happy and settled with the childminder. They take part in a wide range of interesting activities and outings that motivates them to learn. They make good progress in their development.  The childminder effectively supports children's physical and emotional well-being. She is attentive to their individual needs and plans the day to meet these well.  Partnerships with parents are effective. The childminder works closely with parents to support children's learning. For instance, she finds out as much as possible from home and provides parents with regular updates about children's development.  The childminder is motivated to develop the provision and makes changes to improve children's experiences. For instance, since the previous inspection she has updated her

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This provision is good

knowledge to ensure all of the legal requirements for childminders are met.

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It is not yet outstanding because:

 The childminder does not use assessment effectively to precisely monitor progress over time and to help promptly address any learning gaps.  The childminder does not sharply focus her professional development on raising the quality of the provision even 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

 develop the use of assessment further to monitor individual children's progress even more precisely over time, to help promptly address any learning gaps and encourage rapid progress  seek further opportunities to develop skills and knowledge that help to raise the quality of children's experiences to the highest level.

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Inspection activities

 The inspector observed children taking part in activities with the childminder.  The inspector had discussions with the childminder through the inspection about her practice and children's learning and development, and observed children together.  The inspector sampled documents including children's records.  The inspector looked around the areas of the childminder's home used by children.  The inspector read questionnaires completed by parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of how to recognise and report any child protection concerns, to help keep children safe. She checks her home thoroughly each day to identify and remove any hazards to help ensure children can play safely. The childminder makes good use of links with other childminders and the support of the local authority early years team to keep up to date and get new ideas. She works in partnership with other settings that children attend. For instance, she makes sure she shares information to help develop a consistent approach. The childminder invites regular feedback from parents to help her monitor and evaluate the provision and identify any areas for improvement.

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Quality of teaching, learning and assessment is good

The childminder guides and supports children's learning well. For instance, they are delighted when she joins in with their play, encourages conversations and makes suggestions. The childminder responds to children's interests and successfully extends their learning. For example, she introduced the play dough into the role-play kitchen when children were pretending to prepare some food. Children were inspired to create different meals using the dough and concentrated well on the task for a long period. The childminder makes good use of opportunities for children to count and solve problems as they play. For instance, she encouraged children to cut the food they made into portions and share them out equally.

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Personal development, behaviour and welfare are good

The childminder has warm and caring relationships with children. She acts as a good role model and is calm and patient. Children behave well. They learn to share, take turns and treat each other with respect. The childminder teaches children useful skills to help keep them safe. For instance, they learn to carefully negotiate the step into the garden. She supports their good health effectively. For instance, children learn about nutritious food and remember they need to wash their hands before they eat. They have many opportunities to develop their physical skills, for instance, by playing in the garden and on regular outings to the park, the woods or the beach.

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Outcomes for children are good

Children are confident communicators and develop strong social skills. They are independent and make choices and decisions about their play. For instance, they help themselves to resources and take responsibility for tidying them away. Older children count as they play and begin to recognise their name. They are well prepared for their future learning and for the move to school.

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Setting details

Unique reference number 108720 Local authority East Sussex Inspection number 1076958 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 14 October 2015

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Telephone number

The childminder registered in 1991. She lives in Hailsham in East Sussex. She cares for children from 7.30am to 6pm each weekday 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

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

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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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