Childminder in East Sussex

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder builds strong bonds with children, which help them to settle quickly and feel emotionally secure. She gathers good information about children from their parents before they start attending her provision and uses it effectively to plan for their interests. Younger children smile and laugh as they independently move around the well-planned environment. They access toys freely because they are at their level. The childminder is skilled at providing activities that focus clearly on the areas in which children's skills need to be challenged and developed. She plans carefully and designs simple but effective ways of supporting children's learning. Children learn about the natural world, as they take part in bug hunts, plant seeds and care for their growing flowers and vegetables. Children relish their weekly opportunity to visit local playgroups, where they mix with other children. This provides them with the chance to develop new relationships and to learn how

p.2

The provision is good

to share equipment. The childminder uses a wide range of words and has high expectations for children's language development. Children gain satisfaction from their achievements and behave well. They are safe and flourish in the warm and inclusive atmosphere the childminder creates.

p.2

need to do better?

n The childminder makes good use of her observations to plan for children's next stages in learning. She knows she must complete a progress check on all children between the ages of two and three years. This helps children prepare for their next steps in learning. n The childminder knows what children like and what they can do. She uses children's interests and her knowledge of the curriculum to extend their learning. For instance, she skilfully asks questions about colours and shapes during role play. Children and the childminder count together while they play. This boosts children's understanding of mathematical concepts and numeracy. n Children benefit from opportunities to learn about their local area and people whose experiences may be different from their own. They go on regular local walks, and visit the library and nearby parks. Children learn about how to cross the road safely and are supported to overcome fears such as using climbing

p.2

need to do better?

frames in the park. This supports their growing confidence. n The childminder is attuned to the needs of the children. She recognises when they are tired and hungry and meets these needs sensitively. Children develop valuable independence skills. For example, they learn to manage their own care needs and are encouraged to make choices. n Parents praise the childminder. They say their children are progressing well and benefit from the warm and caring environment. However, the childminder is not as effective in helping parents to understand as fully as possible how children would benefit from a consistent approach to their learning between her setting

p.2

need to do better?

22 October 2019 and home. n The childminder supports children's literacy development well. Younger children enjoy accessing books. They sit snuggled up to the childminder to explore the images and learn new vocabulary. n All children benefit from spending a great deal of time outdoors. However, these experiences do not always reflect the same stimulating learning experiences that children benefit from indoors. n The childminder evaluates the provision and includes the views of parents and children to help her identify areas for development. She uses professional development opportunities to ensure her knowledge and skills continually build on the quality of her practice.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is confident to identify and respond to safeguarding concerns in a timely and appropriate manner. She is aware of the wider safeguarding concerns that affect children and their families. This helps to keep children safe. The childminder is vigilant about children's safety and uses risk assessments effectively to minimise hazards to children in her home and when on outings. She helps children to learn about possible risks from a young age. For instance, when children attempt to climb on chairs, she reminds them not to do this and clearly explains how they could hurt themselves. This helps children to learn some routines to keep themselves safe.

p.3

should:

n encourage parents to contribute even more information about their children's learning at home and use this shared knowledge to plan more precisely, to move children further forward in their learning n offer children who prefer playing and learning outdoors a wider variety of interesting and stimulating experiences to help extend their learning.

p.3

Setting details

Unique reference number EY548079 Local authority East Sussex Inspection number 10108307 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 5 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Polegate, East Sussex. She provides care all year round from 7.15am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification.

p.4

Inspection activities

n The inspector viewed the areas used for childminding and held discussions with the childminder about how she organises her setting and how she plans and delivers the curriculum. n The inspector observed children's play and evaluated an activity with the childminder. n The inspector looked at a range of relevant documentation relating to safeguarding, policies and procedures, and learning and development documents. n The inspector spoke to children and took account of the views of parents through written feedback provided.

p.4

Inspection activities

22 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.

p.4

Inspection activities

22 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6