Childminder EY426626

Inspection date

Previous inspection date 24 April 2017 5 March 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

 Staff help children to develop good emerging writing skills in different ways. For example, children enjoy using mobile sticky back whiteboards to practise their writing abilities.  The childminder has effective observations and monitoring systems to help her identify any gaps in children's learning or areas for support and implement a development plan.  The childminder and her assistant continually evaluate and reflect on their practice. The childminder seeks the views of her assistant, the children and parents to initiate improvements.  Children have a close attachment with the childminder and her assistant. They are happy and confident. They begin to learn skills that help them progress and prepare for the next stage in their learning. For example, they learn to be independent, choosing their own resources, which motivates them to learn. Children make good progress.  The childminder and her assistant prepare the children well for school. For example,

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This provision is good

they help children to recognise shapes and numbers as they explore their environment.

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It is not yet outstanding because:

 The childminder does not build on ways to strengthen partnerships with other settings that children attend to support a consistent approach to their learning.  On occasions, the childminder does not give information to parents to make them fully aware of how they can extend their children's learning at home.

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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 and develop partnerships with other settings that children attend to support a consistent approach to their learning  extend the opportunities to help parents to build on their children's learning at home.

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Inspection activities

 The inspector viewed the premises.  The inspector observed the childminder and her assistant interacting with the children.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector and the childminder jointly observed and discussed the assistant's practice.

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Effectiveness of the leadership and management is good

The childminder evaluates effectively and identifies support for her assistant's professional development. For example, after completing training the assistant supports those children who learn better outside. Safeguarding is effective. The childminder and her assistant have a good knowledge of safeguarding and know how to keep children safe. They know the children well and adapt activities for children of all ages. For example, babies and toddlers use safety scissors while older children use crimping scissors. Since her last inspection, the childminder has increased children's awareness of good hygiene practices. For example, children know to wash their hands after playing in the garden as they may have germs on them that could make them feel unwell.

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Quality of teaching, learning and assessment is good

The childminder has a wide and exciting range of resources. For example, children play in a darkened room with torches and a revolving light ball, which helps them to learn why things happen and work. They have lots of opportunities to learn about the world around us. For example, the childminder has an allotment and children learn to compost waste and know that 'worms make new soil to feed the vegetables'. The childminder and her assistant support children's understanding of mathematics well. For example, they play matching games with children and ask challenging questions such as, 'How many more do you need?' and 'How many do you have left if I take one away?'

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Personal development, behaviour and welfare are good

The childminder and her assistant are good role models for children, and children's behaviour is good. They promote children's independence well. For example, children put their coats and shoes on when going to play outside. Younger children copy the older children and are confident in trying things for themselves. The childminder and her assistant challenge children's stereotypical views effectively. For instance, when discussing hair, they said that both boys and girls could choose to have either long or short hair.

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Outcomes for children are good

Children learn about similarities and differences between themselves and other people, and they explore their emotions and feelings. For example, they looked at different expressions and talked about them during a mirror activity. Children learn good language skills. For example, while playing a game the assistant tells the children they will move in an anti-clockwise direction. Children learn to use mathematical language and understand concepts such as 'more' and 'many'. They also learn how to plant seeds and know that seeds need both sun and water to grow. Children develop good social skills through a variety of interesting experiences, such as talking to people at a visit to an animal sanctuary.

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Setting details

Unique reference number EY426626 Local authority Brighton & Hove Inspection number 1094808 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 12 Number of children on roll 9

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Name of registered person

Date of previous inspection 5 March 2015

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Telephone number

The childminder registered in 2011. She lives in Brighton, East Sussex. She operates from Monday to Friday, from 8am to 5.30pm, term time only. She has a recognised childcare qualification at level 3. The childminder works with an assistant. The childminder receives funding for free early education for three- and four-year-old children.

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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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