Haugh, Sophie

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 flourish in this delightfully calm and homely environment. They build strong relationships with the childminder, who supports them to become confident and curious learners. The childminder is gentle, kind and loving towards all children.

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The provision is good

Children learn to respect and understand the needs of others. The childminder acts as very good role model for children's exemplary behaviour and politeness. She skilfully guides them to see things from another's point of view. Consequently, children demonstrate extremely good skills in sharing, taking turns and listening to one another. They benefit from the childminder's attentiveness to their emotional and physical needs. For instance, babies are gently soothed when they become distressed or tired.

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The provision is good

Children are friendly, imaginative and eager to explore. They become deeply involved in their play and can focus their attention on inspiring tasks that the childminder plans for them. They develop their self-confidence as they learn what makes them unique and special. Children become fascinated by the wider world. They spend lots of time outside where they learn and recall words to describe the world around them. For instance, children delight in finding a caterpillar and describe how it will turn into a butterfly. They are aware of their connection to others and the environment, for example when they help in the community garden. Children learn skills to become resilient and motivated learners for the future.

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need to do better?

n The childminder is a nurturing and effective practitioner. She regularly evaluates and reviews her practice with assistants, parents and children. The childminder works hard to create a distinct character and ethos that puts children's health and well-being at the centre of her curriculum. n The childminder knows the children well and plans a well-sequenced curriculum. She provides a broad and exciting range of activities to stimulate their curiosity and learning. New experiences, such as making fruit tea, extend what children can do and what they know. The childminder and her assistant take swift and effective action to support any children, including those with special educational needs and/or disabilities, who might be falling behind in their learning. n Children's communication and language skills are very well supported by the childminder. Her interactions with children are of a consistently high quality.

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need to do better?

Babies and children have time to listen and think during conversations. The childminder praises and encourages them as they learn and say new words. Children develop good communication skills to help them express their needs and talk about their lives.

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need to do better?

12 January 2022 n Children develop a strong love of books as they listen to familiar stories and poems. The childminder reads with enthusiasm and expression, and at a good pace. This helps children to become fully absorbed and interested. They ask questions and confidently join in with familiar phrases and words. Babies point to and name familiar objects they see in pictures. Children enthusiastically sing familiar and well-loved songs as they play. n The childminder provides stimulating resources for children to develop their physical skills. Young children scoop and dig enthusiastically in the sand tray. Older children expertly use tweezers and pipettes in the water play. Babies have space to develop their muscles when they crawl and pull themselves up to stand. The childminder takes children for regular walks and to the local playground. n Sometimes, the childminder and her assistant rush in to help children with tasks.

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need to do better?

For example, they put on coats or serve snacks and drinks, before waiting to see if children can manage these themselves. This does not fully encourage children's developing independence. However, children demonstrate these skills when they play, such as pouring water from a jug or putting on dressing up clothes. n Children develop good hygiene routines. They know that they must wash their hands and clean their teeth to keep themselves healthy. Children demonstrate excellent recall as they describe what happens when they eat and the impact it has on their bodies and energy levels. They share healthy, balanced meals together, which becomes an enjoyable and social time. n Parents cannot praise the childminder highly enough. They wholeheartedly praise the care their children receive. Parents describe the childminder as 'inclusive', 'nurturing' and 'loving'. The childminder keeps them informed about their children's learning using an online journal and by speaking with them every

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need to do better?

day. n The childminder is not using the internet with children in her setting. However, she has not yet fully identified how she can teach children and parents about potential risks when they access the internet at home. n The childminder provides regular training, supervision and feedback to her assistants. Their well-being and professional development are important to her. Her assistant is confident in her role and fully embraces the childminder's ethos, while reflecting her warmth and enthusiasm.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder creates a safe and secure environment for all children. Assistants are well trained to recognise the signs of abuse and know what to do if they have concerns about the welfare and safety of children. There are policies in place to ensure the timely sharing of records with other professionals when required. Robust recruitment procedures ensure all assistants are suitable to work with children. The childminder understands wider safeguarding issues within the community and society. For instance, she knows what to do if she concerned about

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Safeguarding

12 January 2022 children's exposure to extreme views. She helps children learn about keeping themselves safe in meaningful ways. For example, they learn to cross the road safely when on outings with the childminder.

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should:

n provide children with consistent opportunities to do things for themselves, to develop their independence skills to higher levels n share information with parents and children to help promote online safety when children access the internet at home.

p.4

Setting details

Unique reference number 2518495 Local authority Brighton and Hove Inspection number 10207967 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Hove, East Sussex. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 6. She occasionally works with two assistants.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke with the inspector about their intentions for children's learning. n The inspector spoke with the assistant at appropriate times during the inspection and took their views into account. n The inspector observed the quality of of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Children spoke with the inspector during the inspection. The inspector also took account of the views of parents. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of assistants working with the childminder.

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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

12 January 2022 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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