Alison Clarke

Inspection date

Previous inspection date 12 May 2017 11 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

 Children learn to be independent and are aware of their own needs. For example, if they are thirsty they know to get a drink.  Children learn good communication and language skills. For example, they begin to understand the patterns of speech and wait patiently in turn to speak.  The childminder reflects and reviews on her practice. She seeks the views of both children and parents to identify and tackle areas to improve.  The childminder monitors children's progress and identifies any gaps in learning and puts plans in place to help ensure all children make good progress.  The childminder knows the children well and uses this knowledge effectively to adapt activities for children of differing abilities.  The childminder supports children's developing self-esteem well. For example, she offers them cuddles and praises them, supporting their emotional well-being.  The childminder keeps her knowledge current, such as with regard to new legislation

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It is not yet outstanding because:

 The childminder does not build on the links with other early years settings that children attend to further support a consistent approach in their learning.  At times, the childminder does not make the most of some children's preference to play outdoors.

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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

 strengthen partnerships with other settings that children attend to support a consistent approach to their learning  make greater use of activities and equipment for those children who prefer to play outdoors.

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Inspection activities

 The inspector observed interactions between the childminder and the children.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector took into account the written views of parents.  The childminder gave the inspector a tour of the premises.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her role to keep children safe. She has a good knowledge of safeguarding and knows what to do and who to contact if she has a concern for their welfare. The childminder works well with parents to continue children's learning at home. For example, she has a sharing 'book library' and children take a book home and work on specific letter recognition to help them in their learning and preparation for school. Since her last inspection, the childminder has improved the range of ways for children to learn about the natural world. For example, children plant sunflower seeds then compare them in size as they grow.

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Quality of teaching, learning and assessment is good

The childminder effectively encourages children's mathematical development. Younger children learn concepts, such as big and small, and older children learn about shapes. For example, they learn that an octagon has eight sides and a rectangle has two long sides and two short sides. The childminder supports children's early writing skills well. For instance, younger children make marks with crayons and older children use stencils to practise their writing skills. They have lots of ways to learn about the world around us. For example, during a visit to a farm, children saw a lamb being born and learned how the farmer swings the lamb backward and forward to clear its airway to allow it to breathe.

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Personal development, behaviour and welfare are good

The childminder is a good role model. Children behave well and are polite and have good manners. They are beginning to be aware of the needs of others. For example, older children help a toddler find a teddy for sleep time. The childminder teaches children effectively about personal safety. For example, children know that standing on a chair may be dangerous. The childminder successfully challenges children's stereotypical views. For example, she has a role-reversal book detailing how men and women can do each other's jobs. During dressing-up play she discussed how both boys and girls can be pirates. Children are confident and learn to be helpful and kind. For example, an older child asked another if they needed help while fitting together some building blocks.

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Outcomes for children are good

Children learn good communication and language skills and make good progress. For example, they learn to sound out words such as 'fish' then are able to further identify more complex sounds, such as words beginning with 'sh' like 'shark'. Older children learn simple addition and subtraction, and younger children become familiar with counting. Children learn to share, take turns and respect each other. They develop a good range of social skills through a range of experiences. For example, children visit the farm, the library and meet with friends. They are confident, articulate and keen to learn.

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Setting details

Unique reference number 114323 Local authority West Sussex Inspection number 1089132 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 1994. She lives in Worthing, West Sussex. The childminder operates Monday to Friday from 7.30am to 6pm.

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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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