Childminder in East Sussex

Inspection date 21 November 2018 Previous inspection date 2 June 2014

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This inspection: Good 2

Previous inspection: Met 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 assesses children competently and has a good understanding of their abilities and learning needs. n The childminder uses her strong teaching skills effectively to build on children's skills and learning. She helps all children to make good progress from their starting points. n There is a good two-way exchange of helpful information between the childminder and parents that contributes to continuity in children's care and learning. For example, the childminder finds out from new parents what they know about children's abilities and development before they start with her. n The childminder is caring, supportive and kind. Babies and children form strong emotional bonds with her. Babies have fun with the childminder. They enjoy cuddles and chuckle delightedly when she tickles them. n The childminder continues to improve her skills and knowledge. For example, recently, she gained ideas from other early years settings she visited. These visits helped

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The provision is good

increase the childminder's awareness of how to help children manage their feelings and behaviour in an acceptable way.

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It is not yet outstanding because:

n The childminder does not consistently make the most of opportunities to enable babies and very young children to choose easily from the range of resources available, to encourage their independence even further. n The childminder has not fully developed rich and varied experiences across all areas of learning for those children who enjoy play and learning outdoors.

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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 review the organisation of toys and play equipment to encourage babies and very young children to make choices about the resources they play with n extend the range of opportunities and experiences available to challenge and support those children who prefer to play and learn outdoors.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children's activities indoors. n The inspector sampled children's learning records and other relevant documentation. n The inspector discussed childcare practice with the childminder. n The inspector checked the areas of the home used for childminding.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps her knowledge of safeguarding procedures up to date. She fully understands her role and responsibility if she has a concern about a child. Children benefit from the childminder's commitment to evaluate and improve her provision continually. For example, she completed training that enabled her to review and improve activities that build on children's already good physical development. Children now enjoy a much wider variety of exciting and innovative physical activities. The childminder focuses well on looking at further ways to meet children's individual needs more effectively. She has recently started to carry out home visits where she gets to know new children and their parents in their home environment.

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Quality of teaching, learning and assessment is good

The childminder provides activities that reflect children's interests. She observes children while they play and thoughtfully decides on learning priorities for every child. The childminder builds on babies' communication skills effectively. For example, when playing with a puppet, she uses simple language and encourages them to respond. Babies communicate back using babbles and gestures. The childminder counts during everyday routines, such as nappy changing. She models play and babies copy what she does. For instance, they use a hammer to bang wooden pegs and then pass the hammer back to the childminder, so she can have a turn.

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Personal development, behaviour and welfare are good

Babies show good levels of confidence and security. They are happy to leave the childminder's side and explore their surroundings. The childminder creates a safe area where babies move around and learn to stand with her careful support. The childminder meets children's emotional needs well. Babies show they feel content and happy, for instance, when they snuggle in to the childminder when they are tired. The childminder establishes good hygiene practices with babies and children. She teaches children successfully about the importance of good personal hygiene and healthy eating.

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Outcomes for children are good

Babies and children make good progress in the skills they need to secure future learning. Young children are active and curious learners. For instance, they peer round the back of a book to see where the puppet is. Babies and children learn how things work, for example, when they press buttons on toys and see what happens. Their beaming smiles show they enjoy learning new skills, such as walking with the childminder's help. Children develop good social skills and communicate their needs effectively. Babies and very young children show what they want and are confident that they will get a response.

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Setting details

Unique reference number EY377128 Local authority East Sussex Inspection number 10083127 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 0 - 1 Total number of places 6 Number of children on roll 3 Date of previous inspection 2 June 2014

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Registers

The childminder registered in 2008. She lives in Hastings, East Sussex. The childminder has a relevant qualification at level 3. She offers care from 8am to 6pm, Monday to Thursday, 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

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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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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