Childminder EY490241

Inspection date

Previous inspection date 23 June 2017 Not applicable

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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 uses different ways to develop children's good communication and language skills effectively. For example, she sounds out words and links letters and sounds.  The childminder supports children's emotional well-being effectively. For example, she cuddles children and gives them praise, building on their confidence and self-esteem well.  Children choose their own resources and are motivated and keen to learn in a warm and secure environment. Children learn to be independent and make good progress.  The childminder evaluates and reflects on her practice well. She monitors children's development, identifies any gaps in learning and puts plans in place to address these.  The childminder knows the children well and adapts activities for children of different abilities. For example, when reading a story, she uses gestures and exaggerated expressions for young children. She asks challenging questions to older children.

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This provision is good

 Children learn to share, take turns and play together cooperatively.

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It is not yet outstanding because:

 The childminder does not make the best use of opportunities to build links with other settings that children attend, to support continuity in children's learning.  At times, during some daily routines, the childminder does not consistently engage children to extend their learning 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

 strengthen links with other settings that children attend to support consistency in children's learning further  use daily routines more to engage with children, to extend their development and learning 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, policies and procedures.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of safeguarding issues. She knows what to do and whom to contact if she has a concern about a child's welfare. The childminder has a good relationship with parents. For example, she shares activities effectively, such as tracing, for parents to continue children's learning at home to provide consistency. The childminder successfully seeks the views of children and parents to help her develop and improve her setting. For example, she has increased resources to enable children to pour water and work out how to make a wheel move on a water toy. The childminder keeps up to date with new legislation and practice to help improve her teaching skills effectively. For example, she plans outdoor activities, such as running races, to better support children who learn best outside.

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Quality of teaching, learning and assessment is good

The childminder teaches children to use their senses successfully to explore and investigate. For example, older children recall how they hear and see the effects of thunder and lightning during a storm. The childminder teaches children effectively about mathematics. For example, younger children learn to count. She extends learning for older children by naming shapes such as 'oval' and 'oblong'. The childminder supports children as they learn about the world. For example, they take nets to the woods to explore and investigate nature. The childminder challenges children's stereotypical views well, discussing how both boys and girls can be a firefighter.

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Personal development, behaviour and welfare are good

The childminder successfully teaches children to be aware of risks and their own personal safety. For example, children know to put toys away as they may be hurt treading on a toy left on the floor. The childminder is a good role model for children, and children's behaviour is good. They are beginning to be aware of the needs of others. For example, children say 'sorry' and cuddle one another after a disagreement. The childminder teaches children about good hygiene practices and how to manage their personal skills successfully. For example, children know how to wash their hands properly after playing in the garden.

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Outcomes for children are good

Children learn skills which prepare them effectively for school. For example, they practise writing their names and learn how to count successfully using a variety of resources such as an abacus. Children's physical skills develop well, for example, when they play outside on large equipment such as the trampoline. Children learn good communication skills. For example, they talk about nursery rhymes and how 'Humpty Dumpty fell off the wall'. Children learn about disability and diversity well. For example, they discuss how someone who gets out of a car parked in a parking space for a disabled person may have a disability they cannot see.

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Setting details

Unique reference number EY490241 Local authority West Sussex Inspection number 1017219 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 6 Total number of places 5 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in Crawley, West Sussex. She operates Monday to Friday from 8am to 6.30pm, for most of the year.

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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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