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

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The provision is good

The caring childminder has a very gentle and nurturing approach and creates a loving and homely atmosphere for children. She gives children a lot of affection and attention, and they settle quickly in her care. They feel happy, safe and secure and confidently explore the stimulating environment. Children show good levels of motivation and perseverance in their play and learning, despite being young. They are quickly developing the skills they need to prepare them for the next stage in their learning.

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The provision is good

The childminder's curriculum is well planned and combines a variety of experiences in the local community with time spent playing and exploring in the home. She gives children a broad range of opportunities, such as attending local rhyme-time sessions at the library and visiting the animals at local farms. This helps children to learn about the world around them and ignites their early interest in learning.

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The provision is good

The childminder has good expectations for children's learning. She encourages their early language development particularly well and this a priority of hers. She consistently narrates children's play and describes what they see, hear and do, modelling clear and simple language. Young children are learning to communicate their needs and wishes and understand the childminder's instructions well.

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need to do better?

n The childminder ensures children receive a broad set of experiences to support their good development in all areas of learning. Children regularly attend a variety of playgroups in the local area, where they meet new people and experience the diversity in their community first hand. Toddlers are beginning to play together and develop positive friendships, showing strong early social skills. For example, they happily take turns as they build together and giggle together as their towers fall down. n The childminder spends plenty of time playing with children and guides their learning well. For example, she joins in as young children build with blocks and names the different colours to support early colour recognition. She counts 'one, two, three' as children build towers, and warmly praises their efforts, which supports their strong self-esteem. However, the childminder does not always make the most of opportunities that arise during children's play to provide even

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need to do better?

further levels of challenge. n Children enjoy a good variety of opportunities to be physically active and develop strong early physical skills. For example, they confidently use miniature golf clubs to hit balls around the playroom and carefully climb under the table to recover the balls. Children show perseverance as they practise these skills and take on the task with positivity and motivation. Toddlers also enjoy climbing and

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need to do better?

24 January 2020 rocking on soft-play equipment and show good coordination as they move their bodies. n The childminder ensures the playroom is full of enticing and varied learning opportunities. Children particularly enjoy early role play and show good imagination as they act out real-life experiences. For example, they excitedly use toy vacuum cleaners to clean the floor and carefully put baby dolls to bed, rocking and feeding them gently. Children enjoy listening to stories and singing, and the childminder consistently provides a language-rich environment for them. n The childminder knows the children in her care very well and regularly observes them to help closely assess their development. She uses her knowledge of their interests to help motivate them in their learning and provide a wide range of experiences for them to enjoy. For example, children enjoy drawing on the chalkboard and show good early control as they explore the marks they can

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need to do better?

make. However, the childminder does not always focus precisely on children's development when planning for their next steps in learning to help her to identify these even more accurately. n The childminder successfully includes and engages parents in their children's learning. She regularly discusses children's development and gives parents helpful ideas to support further learning at home. The childminder keeps her own knowledge, skills and practice up to date and ever improving. She keenly attends training and shares expertise with other professionals. She has recently introduced exciting new activities to support children's sensory exploration, using different-textured materials.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is committed to ensuring children's safety. She regularly attends safeguarding training and keeps her knowledge up to date and fresh. She confidently knows the signs that a child's welfare may be at risk and the procedures to follow up on any such concerns. The childminder understands the need to protect children from extreme views and behaviours. She monitors children's attendance closely and assesses and minimises risks in the environment vigilantly. This helps her to provide a very safe and secure environment for children.

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should:

n make full use of all opportunities that arise during children's play to offer more challenge and help extend their learning even further n focus more precisely on children's development when planning for their next steps in learning.

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Setting details

Unique reference number EY547110 Local authority East Sussex Inspection number 10105585 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 2 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hailsham, East Sussex. She operates all year round from 8am to 6pm, Monday to Friday.

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Inspection activities

n The inspector was given a tour of the home by the childminder and carried out a learning walk to discuss the curriculum. n The childminder and the inspector discussed the play activities and children's learning during the inspection and undertook a joint observation of children's play. n The inspector observed the childminder interacting with the children and assessed the impact of teaching. n The views and opinions of the children and parents were taken account of during the inspection. n The inspector sampled some of the childminder's documentation, including suitability records and a selection of policies.

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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

24 January 2020 24 January 2020 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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