Childminder EY455345

Inspection date

Previous inspection date 12 January 2017 30 July 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 works effectively with her assistants and co-childminder. They provide a stimulating learning environment, which helps to effectively support children's learning and development.  Children form strong bonds with the childminder, her assistants and each other. They settle quickly to play, and are happy and confident. The childminder and her assistants support children's emotional well-being effectively.  The childminder and her assistants use simple rules and boundaries to help children stay safe. Children behave well.  The childminder has built effective partnerships with parents. They are fully involved in children's learning and share children's achievements at home with the childminder. Children make good progress from their starting points.  Children with English as an additional language receive effective support. For example, the childminder provides a good range of resources to help them see and use their

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It is not yet outstanding because:

 At times, the childminder does not consistently make her praise specific to individual children to help raise their self-esteem even further.  Sometimes, the environment is not organised effectively to fully enable children to make independent choices and lead 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 greater use of all opportunities to raise children's self-esteem and confidence even further  review and develop the organisation of the environment to enable children to make independent choices and lead their own play.

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Inspection activities

 The inspector observed the childminder, her assistants and children as they played, and talked with them at appropriate times during the inspection.  The inspector completed a joint observation with the childminder, and held discussions with her in relation to observations of children's play, learning and progress.  The inspector sampled documentation, including suitability checks and children's records.  The inspector took note of parents' written views.  The inspector viewed areas of the house and garden used for childminding.

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Effectiveness of the leadership and management is good

The childminder monitors the quality of her practice effectively. For example, she reflects and evaluates her provision and seeks the views of others who use her setting to help her plan for continuous improvement. Safeguarding is effective. The childminder makes good use of her policies and procedures to help keep children safe. She and her assistants are knowledgeable about child protection and understand what actions to take if they have concerns. The childminder has a robust recruitment process. She monitors her assistants' practice and helps them to develop their skills further. The childminder and her assistants attend a wide range of training. This helps to improve the quality of practice and outcomes for children. The childminder has strong links with other professionals who work with children. This helps to provide children with a good level of consistency and continuity in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder makes use of thorough observations to help her monitor the progress children make in their learning and development. She plans engaging activities to help them continue to learn and develop. She uses effective questioning to help extend children's learning even further. For example, when children are painting, she asks them to predict what will happen when the colours are mixed, and asks how they made brown. The childminder supports children's communication development well. For example, she talks about what children play with and introduces new words.

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Personal development, behaviour and welfare are good

Children enjoy activities which help to support their physical development. For example, the childminder teaches them to swim and they play energetic games outdoors. The childminder helps children learn about healthy diets. For example, she supplies a variety of nutritious meals and snacks, and encourages children to try new foods. Children take part in numerous outings and experiences. For example, they visit the beach, woods and local parks and they attend a local social group. This helps children to learn about different communities and the wider world.

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Outcomes for children are good

Children are well prepared for their move to school. They learn a good range of skills, which helps to prepare them for the next stage in their learning. They are happy, engaged and view new activities with interest and curiosity. For example, they enjoy exploring ice paints. Children develop good early literacy skills. For example, they learn to recognise their names written down, such as on their drinking water cups.

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Setting details

Unique reference number EY455345 Local authority West Sussex Inspection number 1063138 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 22

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Name of registered person

Date of previous inspection 30 July 2013

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Telephone number

The childminder registered in 2013. She works with another registered childminder and two assistants. She lives in Bognor Regis, West Sussex. The childminder provides care from 7am to 6.30pm on Monday to Friday, throughout the year. She receives funding to provide free early education for children aged two, three and four years. The childminder and one assistant hold childcare qualifications at level 3.

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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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