Childminder EY309478

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 play happily in a calm, well-organised environment. They have built strong bonds with the cheerful, compassionate childminder who is quick to meet their emotional and learning needs. Children confidently ask for resources as they enjoy playing with activities that reflect their interests and next steps in learning.

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The provision is good

The childminder helps children understand right from wrong as they learn to manage their behaviour. She reacts sensitively and gives children gentle explanations that support their positive self-esteem and own personal development. Children are very polite and well mannered as they respond to the childminder's kindness and respect for them as individuals.

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The provision is good

Children enjoy lots of trips out and opportunities to socialise with other children. They regularly attend groups where they learn about the lives of others in their community in meaningful ways. For instance, children have recently shared a Christmas party together. They enjoy visits to the local playground and the soft- play centre, where they can develop their large physical skills, including balance and coordination.

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The provision is good

Children are motivated and keen learners who seek challenge in activities and engage the childminder in their play. She shares their delight and fun as she thoughtfully joins in.

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need to do better?

n The childminder knows children very well, including what they are interested in. She plans a broad range of stimulating activities that support their next steps in learning. She carefully observes how children are engaging in activities to build on what they know and can do already. Her assessments of their learning help her identify any children who may need extra support. n The childminder understands the importance of self-evaluation to make improvements to her practice and the environment. However, she has not made best use of self-evaluation to identify key priorities for improvement, such as ensuring her safeguarding policy and procedures reflect recent changes in the local authority's guidelines. n Children's communication and language skills are well supported. The childminder explains things clearly and narrates what she sees children trying to do. Children delight in singing and sharing books, which are read enthusiastically

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need to do better?

and with expression. Children confidently share their views and opinions, which are listened to carefully. Conversations flow and develop throughout the day. n The childminder adapts her teaching to reflect the needs of children 'in the moment'. For example, she notices children's interest in using large tweezers to

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need to do better?

11 December 2019 pick up ice cubes and turns this into a game using a sand timer. However, the childminder does not always use effective questioning skills to extend children's thinking and problem solving during their play. n The childminder is particularly skilled in building children's mathematical awareness. Children spontaneously count, group objects and create patterns. For example, they line up blueberries during snack time from smallest to biggest. They knew that the middle-sized one was in the middle of the line. During messy activities, children are given scales for weighing and different sized scoops and containers to understand capacity. n Parents are very happy with the experiences their children have with the childminder. They feel very involved in their children's learning. The childminder has reflected on, and developed, ways to improve communication with parents. This is demonstrated in their positive comments about the regular and

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need to do better?

meaningful contact they have with her. n Children learn how to keep themselves safe and healthy. They are confident and capable in managing their own self-care needs, such as dressing, going to the toilet and washing hands. The childminder instils children with confidence as she praises their independence and self-awareness. For example, children are proud of themselves as they tidy away their toys or use the mop to wash the floor. n Children develop skills they need to support their future learning, including when they go to school. They competently recognise their written names and those of their friends. They sound out letters, recognise numerals and have plenty of opportunities to practise skills for writing. For example, as they created a snowy picture, they demonstrated a range of well-developed physical skills, such as painting, glueing and using scissors.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good working knowledge of safeguarding children and keeping them safe. She knows signs to look for that might indicate a child is being abused or neglected. She has a written safeguarding policy that she shares with parents. Although she knows there have been changes made to the referral system in her local authority, she has not yet updated her policy or information for parents to reflect this. However, the childminder would know how to make a referral if she felt a child's welfare was in danger. The childminder has attended training to support her understanding of wider safeguarding issues, such as the 'Prevent' duty.

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should:

n develop systems for evaluating and monitoring practice so that all areas for improvement are clearly identified, acted upon and maintained

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should:

11 December 2019 n build on already good teaching strategies to further develop children's thinking and problem-solving skills while they play.

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Setting details

Unique reference number EY309478 Local authority East Sussex Inspection number 10060711 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 to 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 2 December 2015

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Information about this early years setting

The childminder was registered in 2005 and lives in Rotherfield, East Sussex. She operates Monday to Thursday, from 8am to 6pm, throughout the year. The childminder receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The inspector viewed all areas of the house where children play, eat and sleep. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder spoke with the inspector about her curriculum for children, on a learning walk around the setting. n The inspector spoke with children and sampled parent questionnaires to help take account of their views. n The inspector viewed a range of documentation, including suitability records, policies and procedures.

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Inspection activities

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

11 December 2019 11 December 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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