Childminder EY415722

Inspection date

Previous inspection date 14 February 2017 7 January 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

 The childminder has improved her methods of self-evaluation. She reflects on the strengths and weaknesses of her provision and asks parents and children for their views. She makes changes that have a positive effect on learning outcomes.  The childminder teaches children the importance of eating a well-balanced diet and moving their bodies. Children are physically fit, healthy and acquire the skills to look after themselves.  All children are settled and have a secure relationship with the childminder. They enjoy exploring the environment and choose activities to help to enhance their play.  The childminder finds out what motivates children to learn. She plans a varied range of activities to hold their interest. She works closely with her co-childminder and they look for enjoyable ways to teach children valuable skills. The childminder celebrates children's achievements, and children are happy to attempt new tasks.

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This provision is good

 Children adapt well to change. The childminder teaches children about what to expect when they move to school. Children are excited and look forward to new experiences.  The childminder identifies how she can offer support to children from different backgrounds. All children achieve and make good levels of progress.

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It is not yet outstanding because:

 At times, the childminder does not allow children an appropriate length of time to respond to questions and think about their responses.

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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 every opportunity for children to think about and respond carefully to questions, to value their thoughts and ideas.

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Inspection activities

 The inspector observed the childminder interacting with children in all areas of the setting.  The inspector read the childminder's self-evaluation document and talked to her about her priorities for improvement.  The inspector viewed safeguarding policies and discussed the procedures the childminder follows to protect children.  The inspector tracked children's progress and spoke to the childminder about the progress children are making.

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Effectiveness of the leadership and management is good

The childminder carefully monitors how all children are progressing. She identifies weaker learning areas and works to improve them. For example, the childminder evaluated that children did not know a lot about the natural world. She planned activities to improve their knowledge of animals and plants to help extend their understanding of life cycles. The childminder regularly accesses new learning. For instance, she recently learned how to help children resolve conflicts. The childminder shares knowledge with her co-childminder. They use consistent strategies to support good behaviour. Safeguarding is effective. The childminder has a secure understanding of child protection issues and regularly updates her knowledge. She monitors children's welfare closely and has a good grasp of the procedures to follow to keep children safe.

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Quality of teaching, learning and assessment is good

The childminder explores all opportunities to teach children about sizes and numbers. For example, children took part in a Valentine's Day activity. Children compared different sized hearts, identified numbers and counted out resources. They talked to each other about people they love most in the world. Children had fun while practising their mathematical skills. The childminder shares observations and assessments with parents and offers them advice about how to help their children. They work well together to support children's progress. The childminder encourages children to engage in role play. For instance, she provided them with resources to use as realistic props. Children played with imaginary families and pretended to follow a daily care routine.

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Personal development, behaviour and welfare are good

The childminder has improved the way she helps children to learn about the lives of others. For example, she teaches children about other cultures and offers them resources that reflect people's differences. Children's behaviour is good. Children respond positively to instructions the childminder gives them. For example, children helped to tidy up ready for snack time. Children have a good awareness of their bodies and of the space around them. They make sure they move carefully even when they are moving very quickly. Children approach the childminder when they need emotional support. She is kind and children are relaxed and happy around her.

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Outcomes for children are good

Children have good control of their fine motor skills. For example, they hold pens correctly and use tools to pick up small objects. Children draw and identify some familiar letters and take great pride in their achievements. Children carry out tasks independently. For instance, they change their own clothes. Children make good progress in all learning areas and are well prepared to move to school.

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Setting details

Unique reference number EY415722 Local authority West Sussex Inspection number 1069021 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 7 January 2014

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Telephone number

The childminder registered in 2011 and operates from a house in Bognor Regis, West Sussex. She looks after children from Monday to Thursday between the hours of 9am and 3pm, term time only. The childminder works with a co-childminder.

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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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