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

Children enjoy their time with the dedicated and caring childminder. Babies and young children settle quickly and form close relationships with her. They benefit from her relaxed manner. Children understand the routines of the day and this helps them to feel secure.

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The provision is good

Children easily find the resources they need in the extremely well-organised setting. They lead their own play and have fun. Babies have plenty of space to explore as they learn to balance and practise walking. Children are inquisitive and motivated learners. They become absorbed in imaginative learning activities. For example, children decide to go on a pretend picnic. They carefully pack food into a basket, persevering to make it fit and close. The childminder enthusiastically joins in with children's play and skilfully extends their learning with timely questions. Children are encouraged to think about where they are going and what else they might need to take. Young children copy the childminder as she models writing a list. They remember previous learning as they recall the names of food items.

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The provision is good

Children learn to be tolerant of others and demonstrate helpful, caring behaviours. For example, children help babies hold watering cans so that they can pour water in the garden. They wait patiently for their turn to collect more water. Children consistently behave well.

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need to do better?

n The childminder sensitively supports children to manage their feelings and behaviour. She consistently provides the affection, support and encouragement they need. The childminder notices when babies are tired or need a nappy changed, and responds quickly to their needs. She gives praise and shows pride in children's achievements. This helps to promote their emotional well-being. n Children enjoy being independent and, with the childminder's support, they learn to manage their personal care needs from an early age. For example, the childminder puts photographs on hand towels so that children can easily find their own. Young children show great pride when they successfully put on their own coats, remembering the way the childminder showed them. n The knowledgeable childminder closely tracks children's progress. She has a clear understanding of what children should achieve while in her care and knows

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need to do better?

precisely what their next steps should be. The childminder identifies any gaps in learning and builds on children's skills and interests to move their learning forward. n The childminder encourages children to develop good listening skills to support their communication and speech. For example, they listen to the sounds of birds singing and dogs barking outside. Children dance to music and learn the words

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need to do better?

3 February 2022 to familiar songs and rhymes. The childminder uses these frequently to engage children across all areas of learning. n Children enjoy a range of outings which complement their learning indoors. For example, they discover nature as they walk along the 'cuckoo trail'. Children attend toddler groups or travel further to the beach. These visits help to promote physical development and social skills, and increase children's understanding of the natural world. n The childminder provides opportunities for children to learn about festivals, such as Chinese New Year. However, she is less confident in her understanding of gender stereotyping, and children have fewer opportunities to understand and value their differences from other people. n The professional childminder knows her strengths and what she would like to improve further in her setting, such as access to the garden. She accesses training to improve her teaching skills further, and carefully links this to raising

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need to do better?

the good outcomes of children even higher. n The childminder recently accessed a webinar to help her support children's language development. However, her learning from this is not fully embedded in practice. At times, the childminder uses too many words in her interactions, particularly with babies. This makes it difficult for them to process and repeat the speech sounds and words they need for early communication. n Partnerships with parents are very good. Parents are kept well informed about their children's progress, and their time at the setting, through daily feedback. The childminder seeks the views of the parents through questionnaires and informal conversation. Written comments by parents are highly complimentary.

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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 in protecting children. She accesses regular training to help her safeguard children. This includes maintaining a paediatric first-aid qualification and continuously updating her knowledge of child protection issues. The childminder knows how to identify possible signs of abuse. She understands the procedures to follow if she has concerns about a child's welfare. This includes when children may be at risk from radicalisation. The environment and resources are safe and suitable for children. The childminder teaches them about road safety as they walk to and from school.

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should:

n strengthen practice to further support babies' emerging speech development n improve knowledge and understanding of diversity and stereotypes, and increase opportunities for children to learn about people different to themselves.

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Setting details

Unique reference number EY551269 Local authority East Sussex Inspection number 10133908 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Heathfield, East Sussex. She operates from 8am to 6pm on Monday, from 8am to 5pm on Tuesday and Wednesday, and from 8.30am to 5.30pm on Thursday. The childminder has qualified teacher status.

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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 her evaluations of the setting. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and the children, and assessed the impact this was having on children's learning n Some parents spoke to the inspector or sent written testimonials. Their views were taken into account. n The inspector looked at relevant documentation and reviewed evidence of the childminder's suitability to work with children.

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Inspection activities

3 February 2022 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

3 February 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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