Childminder EY469219

Inspection date

Previous inspection date 9 February 2017 9 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

 There are good partnerships with parents who appreciate the frequent opportunities they have to contribute to and discuss their child's assessments.  Children make good progress. The childminder discusses what children know and can do with their parents when they start at the setting. From then on, she makes regular observations and plans appropriate activities to help children make progress in their learning.  Relationships between the childminder and the children are warm and trusting. This helps children to develop their emotional well-being and self-confidence. Children feel safe and behave well.  The childminder is keen to update her knowledge and skills. She attends training, such as developing her communication skills, to help improve outcomes for children.  There are good links with other providers and settings, including schools. The childminder shares information about children's achievements to help support

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This provision is good

consistency in their care, learning and development.

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It is not yet outstanding because:

 The childminder does not provide a wide range of opportunities for children to develop their understanding of natural materials.  Sometimes, the childminder restricts children's creativity and independence, particularly during some planned art and craft activities.

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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 explore natural materials  review and develop further the organisation of some planned activities to extend children's creativity and independence.

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Inspection activities

 The inspector read the comments of 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 childminding premises that children use.  The inspector observed the childminder interacting with the children and discussed her practice.  The inspector sampled written documentation, including that which relates to safeguarding.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to keep children safe from harm. She knows who to contact if she has a concern about a child's safety or welfare. The childminder monitors children's progress accurately, identifies where there are delays in their learning and takes appropriate steps to close them. She has links with other professionals, which help to support children who have special educational needs. The childminder identifies improvements she can make. For example, she has provided a toy kitchen to support children's imaginative play.

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Quality of teaching, learning and assessment is good

Children's communication and physical skills are well supported. For instance, the childminder clearly repeats words and phrases back to children to encourage good pronunciation. The childminder engages with children in their play. For instance, she asks if the 'drink' she has been given is tea, coffee or chocolate. She supports children in their play, for example, as they rock on the see-saw. Children thread coloured discs onto laces to make necklaces for 'Mummy'. Children have many opportunities to learn about other cultures. For instance, they carefully sprinkle glitter on their Mother's Day cards, see words in Spanish in their environment and enjoy eating noodles when celebrating Chinese New Year. Children learn to count accurately in both English and Spanish.

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Personal development, behaviour and welfare are good

Children have a good understanding of sharing and taking turns. For example, they pass the glue to each other. Children understand and follow routines. For instance, they know that they wash their hands before eating and after painting. A healthy and nutritious diet supports children's physical well-being. Children freely express their feelings and preferences. For example, they choose their favourite fruit at snack time and when eating their frozen yogurt they tell the childminder that it is freezing their mouths. Children show an ability to concentrate. For instance, they watch intently as they stir paint into glue and watch the colour change.

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Outcomes for children are good

Children learn the skills they need for the next stage in their learning and the move to school. Early reading and writing skills are effectively developed. For instance, they attentively listen to and enjoy stories, and know how to turn the pages. Children make marks on large sheets of paper. They develop good early mathematical skills. For example, children stack beakers in the correct order. They recognise simple shapes, such as circles and have an understanding of the concept of one more. For example, they can say that one more than five is six.

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Setting details

Unique reference number EY469219 Local authority Brighton & Hove Inspection number 1069793 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 7

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Telephone number

The childminder registered in 2013 and minds from her mother's house in Brighton, East Sussex. She works alongside her mother, who is also a registered childminder. The childminder provides care Monday to Friday, 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

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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