Childminder in East Sussex

Inspection date 6 September 2018 Previous inspection date 21 June 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n An early assessment of what children can or cannot do provides the childminder with children's next steps in learning. She makes regular observations and plans activities to help children make progress. Children make good progress in their learning and development. n The childminder frequently checks the development and progress of children. Where she identifies delays in learning, she plans targeted activities to close those gaps. The childminder knows whom to contact for advice to support children who have special educational needs and/or disabilities. n The childminder has good relationships with schools and providers where there is shared care. She liaises with staff in other settings about children's learning and daily routines. This helps ensure that there is consistency in children's learning. n There are clear strategies in place to help support children's good behaviour. Children feel safe and secure in the setting. There are good relationships between the

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The provision is good

childminder and the children in her care. This helps to support their self-confidence.

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It is not yet outstanding because:

n Sometimes, the childminder does not consistently make the most of all opportunities to develop children's counting skills or mathematical language. n The childminder does not consistently give children enough time to decide how to use their chosen resources before making her own suggestions.

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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

n make the most of all opportunities to develop children's counting skills and understanding of mathematical language n allow children more time to make their own decisions about how to use their chosen resources.

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What the setting needs to do to improve further

Inspection activities n The inspector checked the policies relating to the safeguarding of children and the management of their behaviour. n The inspector reviewed the learning and progress records of the children. n The inspector observed the childminder interacting with the children and discussed her practice. n The inspector checked the premises used for childminding activities. n The inspector spoke to children, read the comments of parents and took their views into consideration.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the signs to look for that may suggest a child is at risk of harm. She knows whom to contact if she has concerns about a child's safety or welfare. The childminder is reflective about her practice. She has introduced an improved system of recording children's assessments and this has helped to improve partnerships with parents. Parents regularly make contributions to their child's assessments. Daily diaries keep parents informed about their child's usual routines. The childminder uses online training to improve her practice further. For instance, she has recently completed training in health and safety. The childminder helps children to understand how to keep themselves safe. For example, she reminds children not to throw sand, in case it goes into their eyes.

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Quality of teaching, learning and assessment is good

Children learn to appreciate the differences and similarities between themselves and others. For instance, they play with a range of resources, such as figures and books representing other cultures and people who have disabilities. There are words from other languages on display, representative of the children within the setting. The childminder effectively supports children's communication and language skills. For instance, children enjoy participating in action songs and rhymes where they recognise the patterned language. She speaks clearly to children and this helps to support their pronunciation. Young children begin to develop problem-solving skills as they complete a range of puzzles. Playing with modelling dough and threading help to support children's early writing skills, as they develop the muscles in their hands.

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Personal development, behaviour and welfare are good

Children are encouraged to follow established routines and be independent. For instance, they feed themselves and drink from a cup. Their physical development is effectively encouraged. Children enjoy throwing and catching balls, and benefit from exploring the natural world on trips to the park and to other local places of interest with the childminder. The environment is welcoming, clean and hygienic. Children benefit from having free access to a wide range of good-quality resources. The childminder provides interesting activities and these help to maintain children's curiosity and interest in learning.

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Outcomes for children are good

Children gain the key skills they require for the next stage of their education, including school. Children learn how to dress themselves, including putting on and fastening their own shoes. Regular mark-making opportunities help to support children's early writing skills further. They develop concentration and focus as they carefully place small rings on sticks. Children learn to manage their personal care.

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Setting details

Unique reference number 505560 Local authority East Sussex Inspection number 10062807 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 21 June 2016

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Registers

The childminder lives in Uckfield, East Sussex. She looks after children for four days a week from 8am to 6pm, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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