Childminder EY471686

Inspection date

Previous inspection date 27 February 2017 1 July 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 There are strong partnerships with parents. Parents are pleased with the information they receive in the daily contact books and with the regular opportunities they have to share in their children's learning and development.  The childminder communicates well with other settings and with schools. She shares information about children's development and this helps to support consistency in their learning.  The childminder effectively supports the good progress children make. When children start with her, she works with parents to establish what children have already achieved. The childminder makes regular observations of children as they play and learn, identifies their next steps and plans suitable activities to help to support their progress.  Children feel safe and behave well. If children have a minor disagreement, the childminder gently helps them to resolve their conflict. Children form strong and

p.1

This provision is good

trusting relationships with the childminder. This helps to support children's self- confidence and emotional well-being.

p.1

It is not yet outstanding because:

 The childminder has not fully considered ways to extend children's awareness of print, particularly in other languages that children speak at home.  Sometimes, the childminder does not provide opportunities, such as in play, for children to extend and practise their early writing skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 build further on the opportunities for children to extend their awareness of print, in particular in the other languages that children speak at home  provide more opportunities for children to practise and extend their early writing skills.

p.2

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 childminder's 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.

p.2

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 concerns about a child's safety or welfare. The childminder is keen to keep her skills and knowledge up to date. For example, she has recently attended training to refresh her safeguarding knowledge. The childminder considers her practice and makes improvements. For instance, she has prepared information for the parents of children going to school and introduced more frequent evacuation practices. The childminder checks children's progress, identifies gaps in their learning and takes appropriate action to close them. She knows how to seek the advice of other professionals for children who have special educational needs.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a good range of opportunities to develop children's imaginative play. For example, they enjoy hiding from the 'dinosaur'. The childminder extends children's vocabulary well, such as when she refers to some dinosaurs as being 'herbivores' and explains what it means. Children relate their play to their own lives. For example, they weigh the pasta before they put it into the pan. The childminder helps children to understand that materials can change. For instance, they notice that the eggs are 'all yellow' after they have been whisked together. Children learn about other cultures and how we all celebrate differently. For example, children read stories about Chinese New Year and cook noodles.

p.3

Personal development, behaviour and welfare are good

Children understand what foods help to keep them healthy. For instance, they know that fruit is good for them. Children talk about their preferences and accept that they do not all like the same things. Children share and take turns in their play. For example, they organise themselves into a line to practise their exercises on a mat. Children have a good understanding of risk and how to keep themselves safe; they decide to take off their socks so they 'do not slip' on the mat. The childminder encourages children to have good manners and to be considerate of each other.

p.3

Outcomes for children are good

Children learn the skills they need for the next stage of their learning, including school. They enjoy stories and count accurately. Children understand simple mathematical language such as 'longer' and 'shorter'. They manage their own personal hygiene and care needs. Children understand routines. For example, they voluntarily go to wash their hands before lunch and put their plates by the sink afterwards. Children learn to write their own name.

p.3

Setting details

Unique reference number EY471686 Local authority West Sussex Inspection number 1071682 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 5 Number of children on roll 3

p.4

Telephone number

The childminder registered in 2013. She lives in Burgess Hill, West Sussex. The childminder operates Monday to Thursday from 8am to 6pm throughout the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5