Mills, Wendy

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 feel completely happy, safe and at ease with the nurturing childminder. They are very confident and explore the stimulating, home-from-home environment with enthusiasm. Children have fun and enjoy taking part in the good range of experiences on offer. They lead their play well. For example, toddlers happily pour and splash water as older children prepare 'meals' in the mud kitchen. All children engage well, show good motivation and develop positive attitudes in their learning.

p.2

The provision is good

Children are very independent and respond well to the childminder's high expectations of them. For example, children put their shoes on themselves for the garden and even toddlers prepare their own snack, cutting up fruit using safety knives. Children are happy and willing to give things a go and very much enjoy the responsibilities given to them.

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The provision is good

Children eagerly join in group activities and particularly enjoy singing. They patiently take turns to choose their favourite songs and know the words and actions well. Children smile with pride in response to the childminder's warm praise and celebrate their successes excitedly. They develop the confidence and self- esteem needed to progress well in the next stages of their learning, including school.

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need to do better?

n The childminder knows the children very well as individuals and assesses their development closely. She understands what children need to learn next and uses their interests to help them engage in a wide range of learning. For example, she uses toy cars to teach children colours and children's interest in drawing to encourage their understanding of shapes. n The childminder is a strong role model and creates a highly positive, warm environment for children. She gives clear and consistent messages about her behavioural expectations, and children learn to behave very well. They are particularly kind and considerate of others. For instance, older children thoughtfully ask toddlers if they are all right, help them around the garden and pass them fruit bowls across the table. n Children form trusting, strong bonds with the childminder and each other and develop strong early friendships. They play happily and harmoniously together

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need to do better?

and share their play, taking turns adding blocks to towers and working together on puzzles. Children are also keen to include the childminder in their play, making her 'cups of tea' to try and 'food' to eat. n Children benefit from a good range of trips and outings to places of interest in their local community. For example, they go to nearby woodlands, where they

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need to do better?

14 July 2021 explore, investigate and discover wildlife and nature. Children also meet up with other local childminders and their minded children, where they make relationships with a bigger group of children. n The childminder supports children's communication and language development successfully. She encourages plenty of conversation with older children, who speak well and express their ideas and views confidently. She commentates on the play of toddlers and repeats their speech back, modelling new language clearly. However, although children enjoy reading books, the childminder does not fully support children's development of early literacy. For example, children do not have consistent opportunities to see, use and explore written language in their play, to further build on their interest and understanding. n The childminder reflects on her provision closely and is keen to improve her practice and children's experiences. She completes regular research into good

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need to do better?

practice in childcare and shares ideas with other professionals. The childminder has recently focused on developing children's understanding of diversity and this is now a bigger feature of her setting. For example, she uses a wide range of books, discussions and activities to teach children about people and communities from around the world. n The childminder joins in with children's play well and, overall, guides and supports their learning effectively. Children of all ages make good progress from their starting points. However, the childminder does not use her teaching to consistently fully extend the oldest and most able children in their learning. For example, she does not always make full use of her interactions to offer further challenge, test children's understanding and give new knowledge.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her safeguarding knowledge up to date through training, research into wider issues and discussion with other professionals. She has a thorough understanding of the signs that may indicate a concern about children's welfare, including neglect and extremism. She knows the procedures to follow to report any such concerns and gives children's safety high priority. The childminder knows children's behaviours and attitudes very well and can therefore respond quickly if there is a change and children need further support.

p.3

should:

n strengthen teaching for the older and most able children to extend their good learning further n give children more opportunities to see, use and explore written words to further support their early literacy skills.

p.3

Setting details

Unique reference number EY561169 Local authority East Sussex Inspection number 10190609 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Crowborough, East Sussex. The childminder holds a relevant early years qualification at level 3. She works from 8.30am to 6.30pm, Monday to Thursday, all year round.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector was given a tour of the premises by the childminder and carried out a learning walk to discuss the childminder's curriculum. n The views and opinions of the children and parents were taken into account during the inspection. n The inspector observed the quality of teaching during activities and jointly assessed the impact this has on children's learning and personal development with the childminder. n The inspector looked at a sample of documents, including safeguarding policies and procedures, and children's records.

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Inspection activities

14 July 2021 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

14 July 2021 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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