Childminder EY550485

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

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The provision is good

Children indulge in imaginative play. For instance, toddlers carefully lined up pretend eggs in small boxes and cooked food on the play hob. Older children constructed farm houses. They spoke about the role of the farmer in looking after animals. On some occasions, the childminder does not give children time to decide how they want to extend their play. This is slightly frustrating for the children involved.

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The provision is good

The childminder offers children plenty of reassurance. For example, when babies were tired, they quickly crawled across to the childminder for a soothing cuddle. Toddlers reached out their arms to let the childminder know that they needed to be picked up. The childminder responded quickly to meet children's emotional needs. She consistently adheres to children's home routines and children know what to expect during the day. This was evident as toddlers collected small comfort blankets when they knew it was time to go to sleep. Babies relaxed as they enjoyed milk.

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The provision is good

The childminder reliably models clear speech for children. She demonstrated this as she repeated words for toddlers to copy. She asked older children questions about their personal interests. Children of different ages are eager to communicate. Older children speak eloquently about different topics.

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need to do better?

n The childminder organises a range of learning opportunities for children. They visit local farms and woodland areas together. The childminder teaches children about animal habitats and about the sounds that different animals make. Children instinctively explore attractive play spaces in the childminder's home to choose toys. Sometimes though, the childminder does not check whether children have finished projects before she clears resources away. Children do not consistently make decisions about how to complete tasks to their satisfaction. n The childminder promotes healthy lifestyle choices. Children enjoy eating nourishing food in her home. She shares menu ideas with parents and they appreciate the helpful suggestions. The childminder persuades parents to add different foods to their own menus at home. Parents are pleased that the childminder encourages children to experiment and try new foods. n Children develop good physical skills from an early age. On the day of the

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need to do better?

inspection, babies independently held onto the edge of furniture and pulled themselves up into a standing position. Toddlers picked up speed when they walked quickly across the room collecting pieces of wooden track. Older children showed young friends how to bang small musical instruments. n The childminder helps children to develop good mathematical skills. For

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need to do better?

18 December 2019 instance, she counted alongside toddlers to teach them number names. The childminder played dominoes with older children and prompted children to use their fingers to add and subtract numbers. She interacted well with children and encouraged them to guess how much space they needed to build the train track. n Establishing strong partnerships with parents is a priority for the childminder. She initially invites parents into her home as part of the children's settling-in routine. The childminder frequently shares accurate updates with parents about children's learning in the form of observations, photographs and verbal feedback. Parents feel comfortable to raise any questions about the childminder's service. They speak positively about her provision and the care she gives children. n The childminder increases her skills using a variety of good methods. She accesses different types of training and reads details about changes in the early

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need to do better?

years sector to improve her knowledge. However, the childminder is continuing to build on her knowledge of different professional services that work with children in the local community. She is developing her understanding of these sources of support in case she needs to seek high-quality advice about children's learning and development in future. n Children behave well in the childminder's home. They listen to instructions, share toys and politely ask the childminder for support when they need it. They cooperatively work well alongside friends of different ages.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder monitors practice to identify how to reduce risk to children. She checks that pans are located at the back of the cooker top and do not present a hazard to mobile children. In addition, she washes the floors frequently so that germs are minimised for crawling babies. The childminder shares details of her policies and procedures about illness with parents. Parents understand when children should be kept at home to reduce the chance of infection spreading. The childminder knows how to accurately record details of any safeguarding concerns. She understands how to communicate these with appropriate agencies in order to keep children safe.

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should:

n strengthen knowledge of the range of professional services available to support children and families in the local community, in order to provide even higher quality guidance to children in their learning and development n provide plenty of time for children to decide how they want to extend their learning and complete projects to their own satisfaction.

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Setting details

Unique reference number EY550485 Local authority West Sussex Inspection number 10126953 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Tangmere near Chichester. She operates Monday to Friday between 7am to 6pm, and Saturday between 8am and 4.30pm, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her provision. n The inspector spoke to the childminder about safeguarding at an appropriate time in the inspection. n The inspector observed the childminder working with children of different ages. n The childminder talked to the inspector about the progress children have made in their development. n The inspector viewed communications between the childminder and parents to better understand the type of information they share.

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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

18 December 2019 18 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

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

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