Childminder 114929

Inspection date

Previous inspection date 4 July 2018 9 October 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 knows the children very well. She plans activities carefully to meet their individual needs and to appeal to their interests. The childminder understands the progress children have made and how she can move them on further.  The childminder works closely with parents to ensure high levels of continuity in care. They establish consistent routines to manage children's development and well-being. The childminder understands well how children are in their home environments, and she establishes plans with parents to support their overall development.  Children, including those who have special educational needs (SEN) and/or disabilities, make good progress from their starting points.  The childminder promotes healthy lifestyles. She teaches children well about the importance of good hygiene. The childminder ensures children have regular exercise and active play. For example, she takes them on frequent outings which include

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This provision is good

physical challenges.  The childminder ensures her practice remains up to date. She makes changes to ensure she meets new legislation as it arises.

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It is not yet outstanding because:

 The childminder does not consistently use partnerships with other professionals or staff in the other settings children attend to fully complement children's learning.  There are times when the childminder does not act on opportunities to challenge children to extend their learning even 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

 improve further the use of partnerships with other professionals and the staff in the other settings children attend, to maximise the outcomes for children  challenge children more throughout activities to extend their learning.

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Inspection activities

 The inspector observed activities indoors and discussed the provision for outdoor play.  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 her 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 understands well how to recognise when a child's welfare is at risk. She knows what to do if she has a concern about a child. The childminder follows robust systems to keep children safe in her care, including checking carefully the places they visit and teaching children how to keep themselves safe. The childminder evaluates her practice honestly. She makes changes to ensure that the setting meets the needs of the individual children. She considers carefully the views of parents and children when doing this. The childminder has strategies in place to help her develop her own knowledge and to learn from the experiences of others. For example, she gets ideas for activities through working with other childminders.

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Quality of teaching, learning and assessment is good

The childminder shows skill in supporting children who have SEN and/or disabilities. She understands well how to support them to meet their next steps in learning. The childminder uses effective techniques to promote language development. For example, she models vocabulary clearly as she plays with children. She reinforces their contributions to conversations with a response and an example of correct pronunciation. The childminder provides an environment which represents people from a range of cultural backgrounds and of mixed abilities. Children can recognise that differences exist between people.

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Personal development, behaviour and welfare are good

Children feel safe and secure in the care of the childminder with whom they have developed strong bonds. They settle quickly in her care and are happy to explore new experiences when she is close by. The childminder helps children to develop their personal skills ready for when they move to bigger settings, including school. For example, children learn to manage their own personal hygiene and operate with independence. The childminder chooses activities carefully to help children develop social skills and to feel confident in busier environments. These include going to groups where children are forming friendships and learning to play with others.

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Outcomes for children are good

Children engage intently in their play. They develop physical skills well. They show good control in their hands when they build with construction kits that have small pieces. Children use language confidently. They chat away to the childminder about their favourite things and about the things they discover as they play. Children bring early mathematical thinking into their play. For example, they sort and name the different categories of objects they find in toy boxes. Children notice labels on resources and the childminder tells them what they mean. Children begin to recognise that text carries meaning in preparation for developing their early literacy skills.

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Setting details

Unique reference number 114929 Local authority West Sussex Inspection number 1126652 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 7 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 9 October 2015

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Telephone number

The childminder registered in 1984. She opens all day on Wednesdays only and provides after-school care three days a week. The childminder opens all year round.

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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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