Childminder EY331418

Inspection date

Previous inspection date 7 December 2016 10 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 develops good partnerships with others to fully support children's development and learning needs. She works as a team with other professionals and parents, to give children consistent support and care.  The childminder effectively tracks children's progress from their individual starting points. She plans how to support their continued progress in all areas, including areas they are not achieving as expected, and areas they are excelling in.  The childminder supports children's health and care needs well. For example, she teaches them the importance of healthy eating, explains how easy it is to be fit, and why children feel hotter when they have been physically active.  Children make good progress from their starting points and show they are interested to learn. They enjoy the activities and stay focussed for long periods.  Children are confident and focussed with the childminder's encouragement. She

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This provision is good

acknowledges for instance, when things are difficult or new, and when children try hard. They learn not to fear failure as a vital part of the learning process.

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It is not yet outstanding because:

 The childminder sometimes does things for children that they could learn to do themselves. This does not fully support children preparing to start school.  Occasionally, the childminder misses opportunities to help children talk about and understand other people's emotions and behaviours.

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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 do things for themselves in preparation for school  support children's understanding of feelings and emotions more consistently, to improve their emotional development.

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Inspection activities

 The inspector observed the childminder teaching children during the morning.  The inspector examined a sample of policies, documents and children's records.  The inspector discussed the childminder's self-evaluation processes and plans for improvement.  The inspector took account of the views of parents through their written comments made available during the inspection.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good knowledge of safeguarding procedures and indicators that children may be at risk of harm or extreme views. She has completed training to update her knowledge of child protection. The childminder has also improved her knowledge in other areas, such as children's speech and language, which has helped her to support children's speech development further. She uses self-evaluation to identify any areas she can improve, such as training to extend her skills. The childminder monitors children's progress closely. For example, she uses an electronic system that parents can access and contribute to so they can be involved in their children's learning.

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Quality of teaching, learning and assessment is good

The childminder spends much of her time engaging with children, teaching, explaining and encouraging them. For example, she joins in activities to demonstrate what to do, such as threading laces through cards. She narrates as she does it, saying, 'I will go up here, and back down this one, look at the pattern.' The childminder gives children lots of choices. Each day they discuss in what order they will do the activities they chose the previous day for the childminder to have ready. The childminder identifies any gaps in children's learning from her monitoring and plans how to close them. She incorporates children's next steps in learning into their play and guides them to choose things that will help, such as by helping children communicate using picture cards.

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Personal development, behaviour and welfare are good

The childminder gains in-depth information from parents about their children when they start attending. She builds up children's trust in her and they feel secure after they quickly settle in. Children learn the childminder's house rules and she explains that most of them are there to keep everyone safe. For example, children should not throw toys in case someone gets hurt and the toys break. The childminder supports children's awareness of how everyone is different and to respect them for it. For instance, they look at where some children's families live, what they wear and eat that is different to themselves.

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Outcomes for children are good

Children choose when and how to do things and then concentrate well on their choice. For example, children looked for alphabet letters they recognised to copy and find in words. Then they enjoyed counting and began to recognise written numbers. For instance, children recognised that the numeral '8' is not a letter and matched it to the quantity of penguins in a picture. Discussions about school reassure children and their experiences with the childminder help them become motivated to learn.

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Setting details

Unique reference number EY331418 Local authority East Sussex Inspection number 1061985 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 5

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Name of registered person

Date of previous inspection 10 April 2013

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Telephone number

The childminder registered in 2006 and lives in Eastbourne, East Sussex. She provides childcare Monday to Friday from 7am to 7pm, all year. The childminder receives funding to provide free early education for children aged two, three and four years.

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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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