Childminder 108945

Inspection date

Previous inspection date 10 May 2017 28 May 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

 The childminder offers a welcoming, homely environment for children. For instance, they easily choose from a wide range of resources and play materials in the inviting playroom.  Children have good relationships with the childminder and are happy in her care. The childminder is warm, caring and sensitive to their individual needs.  The childminder uses her good understanding of children's interests and needs to provide a wide variety of activities that they enjoy. Children make good progress in their development.  Children particularly enjoy spending time outdoors in the interesting and stimulating outdoor learning environment, where they benefit from exciting new challenges.  The childminder reflects on her practice and is motivated to continually improve the provision. For instance, she has introduced further opportunities for children to use a wide range of everyday technology, such as cameras and recording equipment.

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It is not yet outstanding because:

 The childminder does not consistently monitor children's development as precisely as possible, to help her quickly identify any gaps in their learning.  The childminder has not fully developed highly effective strategies for involving parents in their child's learning at home, to encourage an even stronger shared approach between home and setting.

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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

 improve the use of the good assessments of children's development to more precisely monitor their progress to help swiftly identify any gaps in learning  develop further the already good partnerships with parents to encourage an even stronger shared approach to encourage children's learning between home and the setting.

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Inspection activities

 The inspector observed children taking part in activities with the childminder indoors and in the garden.  The inspector had discussions with the childminder about her practice and children's learning and development.  The inspector sampled documents, including children's learning records.  The inspector looked around the areas of the childminder's home used by children.  The inspector read letters from parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to recognise and report any child protection concerns. When she works occasionally with an assistant, she supervises them closely and ensures they are suitable for their role. She makes good use of opportunities to develop her knowledge and skills. For instance, she found a local training workshop which is useful to review how she supports children's communication and language skills. The childminder has good relationships with parents and seeks their views to help her evaluate the provision. She effectively identifies areas for improvement. For instance, she has reorganised the playroom to create more opportunities for children to select resources for themselves, to further support their independence.

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Quality of teaching, learning and assessment is good

The childminder observes children and knows them well. She effectively supports their communication skills, for instance, she talks and sings with children, repeating new and unfamiliar words. The childminder responds to children's interests well, for example, she makes sure they have a broad selection of brushes and tools to use when they become absorbed in painting with water. She gives children time to work things out for themselves, such as what will happen when they push a toy down the slide. The childminder makes good use of daily routines to support children's learning, such as counting how many letters arrive in the post.

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Personal development, behaviour and welfare are good

The childminder is a good role model and offers children kind and gentle reassurance and praise. Children behave well. They learn to value one another and learn about diversity, for instance, when they share celebrations and traditions from home. The childminder supervises children vigilantly and checks her home thoroughly each day to help children play safely. She supports children's good health effectively. For instance, children understand why they need to wash their hands when they come in from the garden. She helps children develop skills and knowledge to keep themselves safe, such as stopping to think about whether it is safe before standing on a stool.

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Outcomes for children are good

Children are confident and grow in independence. For instance, they help themselves to toys and make choices about where they want to play. They become engrossed in activities and concentrate well. Children develop strong physical skills, for instance, they confidently run outside or navigate the climbing frame. They are competent communicators and learn to get along with their friends. Children count as they play and show an interest in stories and songs. They are well prepared for the next stage in their learning and for the move to school.

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Setting details

Unique reference number 108945 Local authority East Sussex Inspection number 1089027 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 1999. She lives in Eastbourne, East Sussex. The childminder cares for children from 7am to 6pm each weekday, throughout the year. She receives funding to provide free early education for children aged two, three and four years. She holds a childcare qualification at level 4. Her husband occasionally works with her as an assistant.

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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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