Childminder EY427807

Inspection date

Previous inspection date 19 April 2017 25 June 2015

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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

 Children learn good personal-care skills that help them for when they move to school. For example, they go to the toilet on their own and wash their hands unprompted.  The childminder reflects well on her practice. She monitors children's progress closely, identifies any gaps in learning and effectively plans to address these swiftly.  The childminder effectively supports children's emotional development. They develop independence and confidence. The childminder prepares children well for school.  The childminder supports children's developing self-esteem effectively. For example, she cuddles and praises them, helping them to feel settled and secure.  Children develop good communication and language skills. For example, they sound out words and begin to link letters and sounds.  The childminder provides a safe, warm and welcoming environment. Children follow their own interests and are motivated to learn. Children make good progress.

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This provision is good

 The childminder effectively keeps up to date with changes in legislation and new practices.

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It is not yet outstanding because:

 Although the childminder works well with parents overall, she does not always give them detailed information about how they can extend their children's learning at home.  The childminder does not consistently seek parents' and children's views to help her identify ways to improve children's experiences even further.

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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

 enhance opportunities for parents to continue their children's learning at home  increase ways to involve parents and children in the evaluation of the setting, to seek their views to help develop and improve children's experiences further.

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Inspection activities

 The inspector viewed the premises.  The inspector observed the childminder interacting with children.  The inspector conducted a joint observation with the childminder and held discussions about children's development and progress.  The inspector sampled documentation, including planning, children's development records, and policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of safeguarding issues and knows how to keep children safe. She knows what to do and who to contact if she has a concern about a child's welfare. The childminder promotes her professional development well and has attended various training, which has had a positive impact on her practice. For example, after completing training, she supports children well who learn better outside. Since her last inspection, the childminder has improved the way she asks questions, to encourage children to think and respond with their own ideas. For example, while children played with sand, she asked, 'What do you think will happen when the sand gets wet?'

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Quality of teaching, learning and assessment is good

The childminder effectively teaches children about the world in which they live. For example, children learn that bees make honey from pollen in flowers. The childminder has a good variety of toys, resources and equipment for children to explore and investigate. She effectively supports children's developing mathematical language. During play, she asks challenging questions that successfully develop children's mathematical skills. The childminder knows the children well and adapts activities for their different abilities. She teaches children about cause and effect. For example, how sand will appear different when wet and dry. The childminder effectively challenges children's stereotypical views, discussing how both boys and girls can be police officers, for example.

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Personal development, behaviour and welfare are good

The childminder teaches children well about tolerance, and how to respect each other's differences. Children learn that food helps them grow and gives them fuel for energy to run. The childminder is a good role model and children's behaviour is good. The childminder successfully teaches children to be aware of risk and their own personal safety. For example, children know that discarded toys may be a trip hazard. Children have good opportunities to develop their social skills and mix with others. For example, they visit local places of interest, farms, toddler groups and other childminding groups.

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Outcomes for children are good

Children learn well to share, take turns and respect each other. They choose their own activities and follow their own interests. Children have a good variety of opportunities to be active, for example, as they play games such as croquet and hoopla. Children learn different mathematical concepts, such as 'more', and begin to have an understanding of shape and colour. Children develop good communication and language skills. For example, as they discuss 'reversing' during play.

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Setting details

Unique reference number EY427807 Local authority West Sussex Inspection number 1094850 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 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 25 June 2015

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Telephone number

The childminder registered in 2011 and lives in Sayers Common, West Sussex. She operates her service on Monday to Thursday from 8am to 6pm, for most of the year. She has a recognised childcare qualification 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

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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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