Childminder in West Sussex

Inspection date 9 May 2019 Previous inspection date 29 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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This provision is good

n Children enjoy a broad curriculum and engage enthusiastically in both adult-led activities and child-initiated experiences. n The childminder makes effective use of training, such as safeguarding, to consolidate and enhance her knowledge and skills. n The childminder is a positive role model to children. She is caring and provides comfort to help children settle and feel secure. For example, she gives a cuddle to children needing reassurance after falling over. n The childminder does not always gather detailed information about what a child can do when they first join her care to offer them the best support in their learning. n The childminder is an experienced and confident practitioner, which is clearly reflected in her good practice. n Partnerships with specialists such as speech therapists are strong. However, those with other settings the children attend are less well developed. This means the childminder

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This provision is good

may not know as much as possible about the child's learning needs. n Partnerships with parents are good. Written feedback from parents include 'she goes well beyond the boundaries of just caring' and 'since my child has been with the childminder he has grown in confidence'. n The childminder makes good use of the available space within her home to maximise opportunities for children to play. Toddlers enjoy being able to easily access and investigate toys at a low level. This helps to promote their independence.

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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 extend the systems for gathering information about children's starting points for learning to support their development and next steps even more effectively n work more collaboratively with other settings that children attend to further support children's next steps and progress in all areas of learning.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and the support for children's learning both indoors and outdoors. n The inspector sampled a range of documentation, including records of the progress that children have made, the accident record and child registration forms. n The inspector took account of the views of parents in written feedback. n The inspector held discussions with the childminder and spoke to children throughout the inspection.

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Effectiveness of leadership and management is good

The childminder takes a lot of pride in her practice and strives to support children to achieve the best outcomes. She evaluates her practice and undertakes regular training to drive improvement. Early education funding is used efficiently to enhance learning experiences for children. The childminder has worked hard to increase her understanding of how to protect children from risks of harm. As a result, the childminder's safeguarding arrangements are effective. The childminder maintains all required documentation in line with the requirements. This supports her protection of children. For example, she records details of any existing injuries children have, as well as writing down any accidents they sustain in her care.

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Quality of teaching, learning and assessment is good

The childminder plans activities around the children's evolving interests and developmental needs in an efficient way. Children benefit from going on many outings around the local area and community to build on their understanding of the world. For example, at parks they spot animal footprints and guess which animal made them. This helps children to learn more about nature and patterns. The childminder enhances learning by introducing stimulating adult-led activities that build on interests and capture children's imagination. For instance, a shopping trip to buy a new bug hotel leads to an activity investigating bugs, using magnifying glasses. The childminder uses her good teaching skills to help the children learn the different names of insects. She carefully observes children as they play and tracks the progress each child is making, including completing the required progress check for two-year-olds.

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Personal development, behaviour and welfare are good

The childminder is a positive role model to children and their behaviour is good. Snack times are a sociable experience. Children sit together and learn how to use knives safely as they practise their cutting skills with melon and banana. Toddlers learning to walk receive good support as they practise gaining confidence as they move around the room. The childminder provides children with a varied range of snacks and meals to support their dietary needs and good health.

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Outcomes for children are good

Children gain confidence that prepares them well for the next stage in their learning, particularly regarding their personal and social development and communication and language skills. Their individual needs are well supported, resulting in them making good progress in readiness for the future. They are inquisitive, interested and keen to learn.

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Setting details

Unique reference number EY300656 Local authority West Sussex Inspection number 10066712 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 - 11 Total number of places 6 Number of children on roll 19 Date of previous inspection 29 June 2016

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Registers

The childminder registered in 2005. She lives in Goring-by-Sea in West Sussex. The childminder provides funded early education for three- and four-year-old children. She provides care all day from Monday to Friday throughout 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

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

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