Childminder EY540903

Inspection date 30 January 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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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This provision is good

n When children first start in the setting, the childminder uses effective systems to establish secure starting points for them. She develops a strong understanding of what children like and how they learn. She builds on this effectively to support children's good progress. n The childminder works in close partnership with parents to help children benefit from continuity. She informs parents thoroughly about children's experiences, achievements and developmental goals. She includes parents well in children's learning and encourages them to build on this at home. For example, she allows children to take home books and toys to share with their parents. n Children make good progress from their starting points. They quickly begin to move towards the appropriate targets the childminder sets for them. n The childminder actively develops her professional skills and knowledge to enable her to develop her practice further. For instance, she accesses information frequently which

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This provision is good

helps her to build on her teaching techniques. n The childminder does not consistently offer resources which fully encourage babies and children to explore using their senses. n The childminder does not represent diversity widely to help children see and understand the differences that exist between people.

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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 offer children and babies more opportunites to explore resources with their senses and to make their own discoveries n strengthen the resources and activities in place to teach children that differences exist between people.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and discussed the provision for outdoor play. n The inspector talked with the childminder and children at appropriate times throughout the inspection. n The inspector looked at children's assessment records. n The inspector checked evidence of the childminder's qualifications and her suitability checks. n 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 leadership and management is good

Safeguarding is effective. The childminder understands fully how to recognise if a child's welfare is at risk and knows what to do if she has a concern. She ensures children are safe in her care and updates her risk assessments effectively, considering children's developing physical abilities. The childminder actively evaluates the effectiveness of her practice to assess how she can she can improve the outcomes for children. Recent changes she has made include making her policies more effective for herself and the families. The childminder listens carefully to parents' feedback and values their views. For instance, she changes routines to support those that the parents find work best for their children.

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Quality of teaching, learning and assessment is good

The childminder uses effective teaching skills to support children's learning. She adapts these effectively to appeal to the age of the children she is working with. With babies, she models play and babies copy her eagerly. For example, she shows them how to post objects through gaps and they try this themselves. The childminder uses a range of useful approaches to encourage the development of language, for example she frequently introduces vocabulary as children play and engages babies in songs and rhymes. The childminder understands well how to help children develop skills to help them in their future learning. This includes encouraging babies to interact with age- appropriate books.

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Personal development, behaviour and welfare are good

The childminder supports children skilfully to help them feel safe and secure in her care. She uses effective strategies to form relationships with children, which include playing repetitive and enjoyable games which encourage the use of eye contact. The childminder actively ensures children's well-being needs are met, for example she works with parents to help them establish good sleep routines and to encourage children to eat well. The childminder supports children well to develop skills which will help them when they move on to other settings, including school. For instance, she promotes the development of good social skills and teaches children how to play well together and how to share.

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Outcomes for children are good

Babies form strong relationships with the childminder. They are comforted by her and communicate their wishes to her successfully with gestures and sounds. Babies progress well in their physical development. They begin to stand up and move around using furniture to support them. Babies develop hand strength and coordination well. They build small towers with bricks and really enjoy knocking them down. Babies begin to develop independence, for example, when learning to feed themselves.

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Setting details

Unique reference number EY540903 Local authority West Sussex Inspection number 10089570 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 1 - 5 Total number of places 4 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives in Crawley, West Sussex. The childminder works Tuesday to Friday, from 8am to 6pm, all year round. The childminder has a relevant early years qualification at level 3.

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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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