Childminder 114538

Inspection date 13 September 2018 Previous inspection date 25 November 2015

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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 The childminder has positive relationships with the children in her care. For example, there is much laughter as children and the childminder play games together. Children's behaviour is good. They are happy and feel safe. This helps to support their emotional well-being effectively. n When children start at the childminder's setting, she works with parents well to identify children's next steps in learning. From then, she provides engaging resources and activities to support children in their learning. This helps children to make good progress. n There are good links between the childminder and other settings, including schools. She regularly shares information about children's learning and their daily routines and this supports consistency in children's development. n The environment is welcoming. Children freely and confidently access the wide range of good-quality resources available, inside and outside.

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The provision is good

n The childminder is part of a group of childminders who work together to share training and experiences, which helps to support her own professional development.

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It is not yet outstanding because:

n The childminder does not consistently involve parents fully in contributing to the assessments of their child's development. n Sometimes, the childminder misses opportunities to develop children's mathematical language further, inside and outside.

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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 encourage parents to take a more active role in contributing to the ongoing assessments of their children's development n make better use of all opportunities that arise, inside and outside, to develop children's understanding of mathematical language.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the parts of the premises used for childminding activities. n The inspector looked at the documentation held by the childminder which relates to the safeguarding of children and their welfare. n The inspector reviewed the records the childminder keeps about children's learning and progress. n The inspector observed the childminder interacting with children and discussed her practice.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the signs and symptoms that may indicate a child is at risk of abuse or harm. She knows whom to contact if she is concerned about a child's safety or welfare. She keeps her knowledge of safeguarding practice up to date. The childminder is keen to improve her setting. For instance, new resources such as a mud kitchen and other natural materials have been provided to help support children's sensory development. The childminder checks children's progress closely and identifies any gaps in their learning. She plans suitable activities to help close any such gaps. The childminder liaises effectively with the parents of children who have special educational needs and helps them find the correct support.

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Quality of teaching, learning and assessment is good

The childminder provides good support for children's communication and language development. She speaks to them clearly and in sentences, and skilfully questions them to help develop their ideas. Children eagerly explore their environment and bring their personal experiences into their play. For instance, they put the doll on the potty before taking it for a walk in the pram. There are good opportunities for children to develop their early writing skills, such as using stencils to create animal shapes. Children play imaginatively. For example, they have great fun making animal noises as they play with finger puppets. The childminder effectively supports children's early reading skills. Children choose from a wide selection of good-quality books to look at and share with the childminder.

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Personal development, behaviour and welfare are good

Children learn to share well. For example, they put soil in containers and pass the spoon to the childminder saying, 'your turn.' Their physical development is effectively supported. Children enjoy playing outside in the fresh air and skilfully negotiate the space as they use the ride-on toys. They can throw and kick a ball with some accuracy. The childminder effectively encourages children's social skills. For instance, she takes children to a range of other groups such as toddlers' groups or soft-play centres. She regularly arranges play-dates with other childminders and their children. Children learn to understand the similarities and differences between themselves and others well. For instance, they readily and happily play with children from a range of cultures when they visit other groups, and they accept that some people need walking aids such as wheelchairs or sticks.

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Outcomes for children are good

Children quickly learn the key skills they need for the next stage of their development, including school. They develop good early writing and reading skills. They enjoy looking at books and can turn the pages independently. Children learn to feed themselves and use cutlery confidently. They can put on their own shoes and learn to manage their personal care well.

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Setting details

Unique reference number 114538 Local authority West Sussex Inspection number 10060797 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 - 3 Total number of places 6 Number of children on roll 2 Date of previous inspection 25 November 2015

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Registers

The childminder registered in 1994 and lives in Burgess Hill, West Sussex. She works all day Monday to Friday, for 47 weeks of the year.

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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

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Registers

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Registers

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Registers

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