Childminder EY422873

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy in the caring environment provided by the childminder. Parents' contributions are valued and used to inform assessment and planning. They say communication is good and children are well cared for. Partnerships with external professionals are a strength and help to support the good progress made by children with special educational needs and/or disabilities. Children are well prepared for the next stage of their education, including school. Information is shared between the childminder and other settings to support consistency in learning and care. Children have positive attitudes towards learning. For example, they say the sounds letters represent and match them to the appropriate picture. The childminder praises children and this helps to support their self-confidence. Children show interest in puzzles. The childminder helps children to identify where the pieces go, using colours as clues. The childminder encourages children to make

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The provision is good

healthy eating choices at mealtimes and helps them to learn self-care routines. Children's behaviour is good and relationships are positive. Children enjoy listening to stories about their own experiences, and join in excitedly. The childminder provides outdoor experiences in her garden as well as visits to the beach or the park. This significantly enhances children's good health and wider learning opportunities to develop their physical skills.

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need to do better?

n The childminder's sensitive and encouraging approach provides a strong base for developing children's independence and significantly increases their confidence in their own abilities. Children learn to spread the butter on their crackers, cut up their fruit and manage their personal hygiene. They know how to share and take turns, sharing the spades and chalks amicably. n Children have many opportunities to develop an understanding of healthy lifestyles. For example, children develop their coordination and balancing skills using equipment at the park. During a discussion about dental health, children said that eating sweets and not cleaning your teeth makes your teeth fall out. Growing fruit and vegetables in the garden helps children develop an understanding of where their food comes from. n The childminder knows the children well and understands what she needs to do to help them move on to the next stage in their learning. She frequently checks

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need to do better?

what children know and can do and this helps her plan suitable activities. For instance, children learn to link the sounds letters represent with their shape as they begin to learn to write their names in shaving foam. However, there are occasions when children's learning, especially in the use of mathematical language, is not extended. For example, children playing in the mud were not encouraged to compare the different sizes of container they were filling. Other children independently draw a circle but are not challenged to see if they can

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need to do better?

14 October 2019 draw a triangle or a square. n The childminder and her assistants speak clearly to children. They support children's expressive language development, encouraging them to use new words, such as 'rough' and 'smooth'. They ask questions to help children to develop their thinking skills. Occasionally, adults do not give children enough time to respond to questions before asking another, or making a suggestion. n The childminder reflects on her practice and ensures that both she and her assistants attend training to ensure their knowledge and skills are up to date. Recent safeguarding training has helped to ensure they are familiar with current issues. The childminder regularly meets with her assistants to discuss their practice and training needs but does not overburden them with unnecessary paperwork. n Children observe how materials change when water is added, exclaiming that the 'mud is a bit wet!' They develop their sensory skills as they explore how the

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need to do better?

mud and the shaving foam feel. They excitedly experiment with different movements. For instance, children clap their hands together and laugh with delight as drops of shaving foam land in their hair. Children learn to be imaginative and caring, making a birthday cake out of mud which they carefully carry to a friend and sing 'happy birthday'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good understanding of her role in safeguarding children. She establishes clear procedures for dealing with concerns. Her safeguarding policy further supports her good practice. The childminder is aware of the signs that may indicate a child is at risk of harm. She supervises children closely when they are in her care. Daily risk assessments ensure her premises and equipment are safe for children to use. The childminder has robust recruitment procedures in place.

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Due date

ensure that the fence, blown down in the recent storm, is repaired. 31/10/2019

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should:

n ensure that staff allow children time to consider their responses to questions

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should:

14 October 2019 before asking another question or making a suggestion n extend opportunities for children to be challenged in their learning, particularly in the development of their mathematical language.

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Setting details

Unique reference number EY422873 Local authority East Sussex Inspection number 10062830 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 to 8 Total number of places 11 Number of children on roll 16 Date of previous inspection 21 June 2016

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Information about this early years setting

The childminder registered in 2011. She lives in Bexhill-on-Sea, East Sussex. The childminder cares for children Monday to Thursday, from 7am to 6pm, all year round. She receives funding to provide free early education for children aged two, three and four years. The childminder employs two assistants. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector and the childminder toured the parts of the premises used for childminding. The childminder explained how the setting is organised. n Documents relating to the suitability of adults and the safety of the children were viewed by the inspector. n The childminder and the inspector jointly observed the assistants interacting with children and discussed their practice. n The inspector spoke to parents and children. She read the comments of parents in the daily diaries and took their views into consideration. n The inspector spoke to the childminder and her assistants about their knowledge and understanding of safeguarding matters.

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Inspection activities

14 October 2019 We carried out this inspection 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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Inspection activities

14 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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