Childminder EY295131

Inspection date

Previous inspection date 22 November 2016 22 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 knows children very well and carefully considers how her teaching meets their needs. She identifies how changes will impact on their learning. For example, she reflected that the garden was not always suitable to use in wet weather. She improved routines and children now have access to physical play in all weather.  Children learn from a very young age how to work together harmoniously and resolve their own disputes. Children behave very well. They are always eager to help others and contribute to the smooth running of the setting.  The childminder works closely with parents and has a good understanding of how children like to play at home. She considers very carefully how she can help them develop new skills. The childminder talks to parents about how they can continue to help children make further progress in the home environment.  Children are very happy and confident and make good progress in their learning. They

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This provision is good

are very well prepared to face the daily challenges of school life. For example, children complete many tasks independently and learn about what the move to school will mean for them.

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It is not yet outstanding because:

 Sometimes the childminder does not give children an appropriate amount of time to consider their responses to questions.  The childminder misses some chances to develop children's early number skills.

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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

 give children an appropriate amount of time to consider their responses to questions  maximise opportunities for children to practise their developing number skills.

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Inspection activities

 The inspector observed the childminder and children interacting in all areas of the provision.  The inspector spoke to the childminder about her methods of self-evaluation and improvements she has made to her practice.  The inspector viewed learning records and discussed children's progress with the childminder.  The inspector accessed safeguarding policies and spoke to the childminder about the procedures she would follow if she had concerns about a child.

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Effectiveness of the leadership and management is good

The childminder evaluates her setting very well, considering the views of parents, children and outside agencies to make valuable improvements. Following a previous recommendation, the childminder communicates effectively with staff at other settings children attend. For example, they discuss the way children learn to help their progress. The childminder monitors children's development closely to tackle weaker areas of learning quickly. Safeguarding is effective. The childminder's child protection knowledge is good. Her safeguarding policies are regularly updated in line with local authority child protection guidance. She is motivated to continue learning. For example, recently she accessed learning about children's early development. She has improved her procedures for when new and very young children start, to make them even more comfortable.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of the early years learning programme. She is determined to provide exciting and stimulating activities for children to take part in all year round. The childminder supports children to use their imagination. For example, children carried out pretend care routines on a doll. They talked about how they could look after the doll, and keep her and themselves safe. The childminder has a good understanding of what all children are capable of. She sets realistic goals to encourage them to progress and meet their potential. The childminder encourages children to engage in play that stimulates their senses. For example, children mixed hard and soft substances together to make models. They attributed meaning to the models they made and explained how the mixture felt on their hands.

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Personal development, behaviour and welfare are good

Children are emotionally secure and settle very well. The childminder carefully considers their mood changes and what she can do to help them. For example, when they are tired and hungry she acts to fully meet their needs. The childminder teaches children about eating foods that help them stay healthy and how to look after their bodies and remain physically fit. For example, children use equipment that requires them to move their whole bodies. The childminder encourages all children to be aware of their own needs and to manage their own risks when possible. For instance, children pass small scissors carefully and routinely wash their hands to prevent the possible passing on of germs.

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Outcomes for children are good

Children are happy to engage in play alone but particularly enjoy interacting with other children. They learn skills they will use at school. For example, children can identify letters and show an interest in print they see in the environment. Children particularly enjoy using their imagination during play and react well to changes in their routines.

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Setting details

Unique reference number EY295131 Local authority West Sussex Inspection number 1061834 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 22 April 2013

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Telephone number

The childminder registered in 2004. She lives in Hunston, south of Chichester, West Sussex. The childminder operates Monday to Thursday between the hours of 7.45am and 6pm, for most of 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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