Childminder 155399

Inspection date

Previous inspection date 24 May 2017 7 May 2015

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

 The childminder offers a welcoming, well-organised environment for children. For instance, they enjoy playing in the inviting playroom and choose freely from the good range of resources available.  Children are confident and settled in the childminder's care. The childminder knows them well. She is caring and sensitive to their individual needs.  The childminder plans a wide variety of experiences for children that are well-matched to their interests and abilities. Children make good progress in their development from their starting points. They are eager to take part in activities and motivated to learn.  There are positive relationships with parents. The childminder works with them closely and keeps them well informed. For instance, she shares children's learning journals with them regularly and encourages them to share information from home.

p.1

It is not yet outstanding because:

 The childminder does not consistently extend her effective partnerships with other early years settings that children attend, to help ensure children benefit from a consistent approach.  The childminder does not make full use of opportunities to develop her knowledge and skills even further, to help continually raise the quality of children's experiences.

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

 develop further the partnerships with other early years settings that children attend, to help ensure a consistent, shared approach to children's learning  make the best possible use of opportunities to develop and extend skills and knowledge, to help raise the quality of the provision even further.

p.2

Inspection activities

 The inspector observed children taking part in activities with the childminder.  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.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to recognise and report child protection concerns. She is vigilant about keeping children safe and checks her home thoroughly to identify and address any hazards. The childminder reflects on her practice and regularly seeks feedback from parents and children to help her evaluate the provision. She makes effective changes to help improve children's experiences, such as extending opportunities for children to explore the natural world and offering new outdoor challenges.

p.3

Quality of teaching, learning and assessment is good

The childminder observes children closely. She uses her good knowledge of children's needs and abilities to carefully monitor their progress. She quickly identifies the areas where they are doing well and where they may need more support. The childminder supports children's language and communication skills effectively. For instance, she encourages conversations and listens to children's ideas. She supports children's developing skills well. For instance, she planned a cooking activity effectively so that children gradually tried tasks of increasing difficulty. Children enjoyed counting as they spooned flour into the bowl and recognised the numbers on the dial as they measured ingredients.

p.3

Personal development, behaviour and welfare are good

The childminder acts as a good role model for children. She offers children warm reassurance and praise. Children behave well and cooperate with the familiar routines. They learn about different people and communities, for instance, through planned activities and sharing their experiences. Children develop an awareness of how to stay safe. For instance, they take part in regular fire drills to help them learn what to do in an emergency. The childminder supports children's good health effectively. For example, she encourages them to make healthy choices at snack time. Children play outside every day, where they enjoy practising their physical skills and helping to care for the plants.

p.3

Outcomes for children are good

Children make confident choices about their play, for instance, they help themselves to equipment and initiate activities. They are assured communicators and clearly express their wishes and needs, such as when they are hungry or want to play a different game. They are keen to recall previous events and share their experiences. Children quickly grow in independence. For example, they eagerly put their own shoes on when they want to play outside and are keen to fill their own watering can. Older children begin to recognise their name and they count confidently as they play. They are well prepared for their future learning and for the move to school.

p.3

Setting details

Unique reference number 155399 Local authority West Sussex Inspection number 1089802 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 6

p.4

Telephone number

The childminder registered in 1999. She lives in Shoreham-by-Sea, West Sussex. The childminder cares for children each weekday from 7am to 7pm throughout the year. She can receive funding to provide early education for children aged two, three and four years. She holds a relevant childcare qualification at level 3.

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