Childminder in West 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 Good

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The provision is good

Children are happy and confident in the childminder's care. They clearly enjoy playing with each other and the childminder. Children communicate effectively with their friends as they play shops and explore mark-making opportunities. They readily take turns with resources and make choices and decisions about what to play with. Older children are caring and attentive towards the younger children. They give younger children a new balloon when theirs goes pop and encourage them to keep on trying as they play catching games with the balloons.

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The provision is good

Children learn many skills to support them as they prepare to move on to the next stage in their education. They develop good social skills as they play together. Children listen carefully to what the childminder says and respond positively to requests and instructions. They are curious and self-motivated to explore favourite stories and activities with enthusiasm. Children behave well. They clearly know the simple rules and boundaries the childminder has. At times, however, the childminder completes tasks that children could manage themselves. She does not always have the highest expectations of what children can do to help, such as during daily routines.

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need to do better?

n The childminder has a good understanding of how children learn. She knows the children well and what they like to play with. The childminder plans activities to help children make progress in their learning. She hides dinosaur eggs in sand and talks to children about different dinosaurs, such as what they are called and what they would like to eat. Children are highly engaged as they play and learn. n Children enjoy opportunities to learn about the wider world, such as through visits to the local duck pond, the allotments, by attending social groups and by meeting up with other local childminders and their children. This helps them see a range of different people and different places. n The childminder works very effectively with other settings that children attend. She regularly shares information to support children's learning in a consistent manner. The childminder builds strong partnerships with parents. They comment

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need to do better?

on her good communication, which keeps them regularly involved and informed about their children's learning. n The childminder supports children to develop good hygiene habits. They wash their hands before eating, for example. However, the childminder does not encourage children to take responsibility for small tasks they could attempt themselves. She wipes their hands for them after eating and does not consistently ask children to help keep the learning environment clean and tidy. This does not fully support children to develop their independence skills. n The childminder helps children to develop good communication skills. She

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need to do better?

6 March 2020 teaches them new words as they play, such as 'portions' of food in the tea party. The childminder helps children hear the correct pronunciation of words by repeating back what they say. Children confidently talk to each other and happily share their news with visitors to the setting. n Children enjoy looking out of the window and talking about what they can see. The childminder supports children to spot similarities and differences as they look at houses and bungalows in the distance with binoculars. They discuss sizes and count the number of floors, for example. She helps children effectively to learn about early mathematical concepts as they appear in the wider world. n The childminder is a playful partner. Children relish the opportunity to visit her 'shop'. Children make their own shopping lists and then they count, sort and weigh items to buy. The childminder is a positive role model for children. She

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need to do better?

helps them learn about good manners as she plays with them. However, at times, the learning environment is noisy. Music playing in the background is distracting, especially for younger children who are learning to speak. This does not support children's learning to the highest possible levels.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role to keep children safe at all times. She knows about child protection and the procedures to take if she has any concerns about children's welfare. The childminder is proactive in seeking out training opportunities to keep her knowledge current. She provides a clean and safe environment for children to play and learn in. The childminder helps children to learn about keeping themselves safe. She teaches them about using scissors, for example, and to sit down when eating.

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should:

n increase opportunities to support children's developing independence skills, such as by encouraging children to try to manage simple tasks themselves n review the use of music in the setting to ensure that background noise is not distracting for children and that their learning is supported to the highest possible levels.

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Setting details

Unique reference number EY409221 Local authority West Sussex Inspection number 10066736 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 3 March 2016

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Information about this early years setting

The childminder was registered in 2010 and lives in Bognor Regis, West Sussex. She provides care from 8am to 6pm, Monday to Friday, throughout the year. The childminder receives funding for the provision of free early years education for children aged two, three and four years.

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Inspection activities

n The childminder explained how the early years provision is organised. n The childminder and the inspector held discussions about children's learning and development. n The inspector observed the interactions between the childminder and the children. She spoke to them at appropriate times during the inspection. n The inspector took note of written views from parents. n The inspector sampled documentation, including evidence of suitability checks and children's records.

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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

6 March 2020 6 March 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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