Gay, Stacy Suzanne

Inspection date 6 September 2018 Previous inspection date 23 October 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder provides a loving and caring environment for the children in her care. They display a secure bond and settle quickly. n The childminder helps children to explore and become inquisitive in their learning and play. For instance, they enjoy the sensory experiences with the wet sand. n Children make good progress in their learning. The childminder gathers a lot of information about children's own interests when they first start to precisely plan for their development. n The childminder helps children to build on their own personal and self-care skills to support their growing independence. For instance, children are competent in using cutlery during mealtimes and are encouraged to dress themselves. n Children behave well. The childminder is a good role model who helps them to cope with their own feelings and behaviour. n The childminder uses the process of evaluation well. She has worked well addressing

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This provision is good

the recommendations raised from her past inspection. For instance, children now have an abundance of opportunities to use letters and numbers in their outdoor play.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n share more information with other settings that children attend to provide them with a joined-up approach towards their future learning n strengthen questioning techniques to help children build a deeper understanding in their expanding vocabulary.

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What the setting needs to do to improve further

n The inspector held discussions with the childminder and the children at appropriate times throughout the inspection. The Inspector also held discussions with the childminder about her safeguarding knowledge and understanding. n The inspector took account of the views and comments of parents as part of the inspection, and discussed the childminder's use of self-evaluation and areas for improvement. n The inspector sampled a range of documentation, including children's developmental records, suitability checks and training achieved by the childminder. n The inspector observed the interactions of the childminder in both the indoor and the outdoor environments, and the impact her teaching has on children's learning and development. n The inspector toured the areas of the home used for the childminding provision.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is confident in explaining how to identify potential sign of abuse and the procedures she would use to report any concerns for a child's welfare. The childminder plans well for her own professional development and constantly keeps her own knowledge and understanding up to date. For instance, a recent safeguarding course has helped her to be vigilant and proactive towards any changes to requirements. The childminder provides a safe home environment that she routinely risk assesses to help minimise harm towards children. She involves children in learning about simple elements of risk and looking after themselves, such as taking part in fire evacuation procedures.

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Quality of teaching, learning and assessment is good

The childminder precisely tracks children's progress and development. She understands the importance of involving parents in the setting of children's next steps in their learning and providing them with assessment reports of their achievements. The childminder uses her knowledge and her monitoring system to quickly identify gaps in children's learning and to provide additional support if required. The childminder helps children to use mathematics and early literacy in their everyday play. For instance, they learn about heavy and light as they use scales to weigh different objects. They build on their problem-solving skills as they place additional items to change the balance of the scales. Children are learning that marks have meaning. For example, as they explore with the white board and pens outdoors and find similar letters to compare.

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Personal development, behaviour and welfare are good

Children go on many outings to help them to learn about the immediate community and the wider world around them. They show a good awareness of the needs of others and are thoughtful and kind. This helps them to learn about the differences and similarities in themselves and others. Children are encouraged to make their own choices in their play and learning. The childminder is skilled in following and adapting her practice to support and help children to become even more inquisitive. She helps children to have a healthy attitude towards the food they choose to eat and they learn the importance of outdoor play and fresh air.

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Outcomes for children are good

Children make good progress and are eager learners. They show growing concentration and a determination in completing tasks independently. For instance, children can complete intricate puzzles with many pieces. Children are developing the necessary skills they require for their future learning and their eventual move on to school.

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Setting details

Unique reference number EY427034 Local authority West Sussex Inspection number 10066641 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 3 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 October 2015

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Registers

The childminder registered in 2011. She lives in Copthorne, West Sussex. The childminder provides care Monday, Tuesday, Thursday and Friday from 7.30am to 6pm, including before- and after-school sessions.

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Registers

This inspection was carried out by Ofsted 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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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Registers

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Registers

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Registers

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Registers

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