Childminder EY336858

Inspection date

Previous inspection date 24 April 2018 12 July 2016

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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 knows the children well. He understands clearly how they have progressed and their individual next steps for development.  The childminder works effectively in partnership with parents to find out about the children's experiences and backgrounds. He uses this information well to personalise his interactions with children.  All children make good progress from their starting points. Children develop confidence and frequently make independent choices about the resources for their play.  The childminder teaches children well to keep themselves safe and healthy. He ensures children think about ways to reduce the risks in the activities in which they participate. For example, they learn how to use knives safely as they prepare fruit for snack times.  The childminder works well with his co-childminder to ensure good outcomes for children.

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It is not yet outstanding because:

 The childminder does not consistently make the best use of letters and the sounds they represent to support children's early reading development.  While older children focus intently on the activities provided, younger children do not get involved to the same extent. The childminder does not provide as many activities which appeal to the needs of the younger children.

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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

 adapt systems for teaching children early reading skills in a way which better prepares them for their future learning  provide more opportunities for younger children to enjoy activities where they can explore and make their own discoveries.

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Inspection activities

 The inspector observed activities indoors and outdoors.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records.  The inspector checked evidence of the childminder's qualifications and his suitability checks.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a confident knowledge of child protection requirements and knows how to recognise if a child's welfare is at risk. He clearly understands the procedures to follow if he has a concern. The childminder continues his professional development and acts on opportunities to learn more about his role. For example, he recently learned about how to teach children to communicate their needs when they are not able to verbalise these and is bringing this into his practice. The childminder reflects well on how he can enhance his practice and improve the outcomes for children. For example, he acts effectively on advice from early years advisers.

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Quality of teaching, learning and assessment is good

The childminder interacts well with children to support their learning. For example, he gets involved in their play and sits at their level. The childminder acts skilfully on opportunities to extend children's language skills. For example, he uses techniques such as questioning to encourage children to talk in more depth about experiences. The childminder listens well to the children and responds to their comments intently. The childminder ensures all children feel equal. He actively challenges gender stereotypes. For example, children have the freedom to choose any colour to make a card for a prince and dress up in outfits that represent a range of jobs people do. The childminder teaches children well about the wider world. For instance, he successfully provides experiences of different languages verbally and in print.

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Personal development, behaviour and welfare are good

The childminder has strong relationships with children, through which he makes them feel welcome and valued. He works well to support their personal development. He maintains children's self-confidence. For example, when activities are hard he carefully adapts them to make sure children succeed. When children find apples very hard to cut, they feel pride as they manage to slice a pear. The childminder promotes the development of independence well, and he encourages children to manage their personal hygiene. The childminder equips children well for when they move to different settings, including school.

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Outcomes for children are good

Children develop an enjoyment of books and stories. They enjoy regular trips to the library and talk about aspects of their favourite stories. Older children and toddlers all enjoy activities which involve language. For example, they participate eagerly in singing and like to make up different words to their favourite songs. Children develop early numeracy skills ready for their future learning. They count their fingers and often use numbers in their play. Children, including those who are very young, frequently engage in problem-solving activities. For example, toddlers work out how to use keys and locks in a toy and test out lifts and ramps on toy garages to see how they work.

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Setting details

Unique reference number EY336858 Local authority West Sussex Inspection number 1134739 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 8

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Name of registered person

Date of previous inspection 12 July 2016

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Telephone number

The childminder registered in 2006. He works alongside another childminder in Crawley, West Sussex. The childminder operates his service Monday to Friday from 8am until 6pm all year round. He has a recognised childcare qualification at level 3.

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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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