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 in the childminder's care. They happily join in activities and play with their friends. The childminder has a calm, patient approach, which helps children feel safe and secure. They learn to wait for their turn during baking activities and to share out the equipment. The childminder offers children lots of encouragement and praise, which helps them grow in confidence and builds their self-esteem. Children behave well and are kind to their friends.

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The provision is good

Children show high levels of independence and are proud to complete simple tasks on their own. They help pour out ingredients to make cakes and take responsibility for putting the cupcake cases into the baking tray. Older children confidently manage their personal needs, such as washing their hands. The childminder has high expectations for what all children can achieve. She adapts routines and activities where needed to make sure everyone is included. Younger and older children sit together for activities and contribute according to their age and skills. They make good progress in their learning.

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need to do better?

n The childminder gets to know children well. She finds out as much as she can about what they know and can do before they join her setting. This helps her plan for children and support their learning from the outset. The childminder quickly identifies any gaps in children's development. She seeks advice and guidance to ensure children quickly catch up if needed. n Children eagerly take part in planned activities, such as baking and story time. They concentrate well on tasks. The childminder supports them as they learn new skills. She shows them how to crack eggs to add to the cake mix, and children are delighted when they manage this on their own. At times, however, the childminder is not clear about what she wants individual children to gain from activities and how this links to the next step in their development. This means activities do not always build on children's skills as consistently as they

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need to do better?

could. n The childminder effectively encourages children's communication and language development. She talks to children and engages them in conversations. She listens carefully to what children say and gives them plenty of time to express their ideas. Children enjoy singing sessions every day. They learn new words as they join in with the songs and develop their physical skills when they move their bodies to the music. n Children develop a love of books. They choose books independently and are eager to share. They listen attentively to stories and remember what happens if they have heard it before. The childminder builds on their interest, such as by involving them in reading challenges for World Book Day. She makes stories

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need to do better?

13 April 2022 interesting by changing the tone of her voice and encourages children to ask questions and predict what happens next. n Children benefit from the childminder's consistent support as they develop their self-care skills. They have lots of opportunities to do things for themselves, including choosing resources and managing their own shoes and coats. They happily help tidy away before they move on to a new activity. Children are well- prepared for the next stage in their learning and starting school. n Children learn to value one another. They have some opportunities to find out about different cultures, such as through stories or trying different foods. However, the childminder has not fully developed opportunities for children to share their home language and experiences, to help all children learn about different people and communities. n There are strong partnerships with parents. The childminder first opened her

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need to do better?

setting during the COVID-19 pandemic and has worked sensitively with parents to help settle children in. She talks to parents every day and shares information about children's development using an online app. However, she does not always share as much information as she could to help support parents to continue their child's individual learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her responsibilities towards the children in her care. She knows how to recognise possible signs of abuse and neglect and understands the procedures to follow. She completes regular child protection training to ensure her knowledge is up to date. There are clear policies for safeguarding children in place, including the use of social media. The childminder checks her home each day to identify and reduce any risks to children. She supervises children closely to ensure they play safely.

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should:

n strengthen planning to link activities more closely to children's individual learning needs, to help extend their abilities as far as possible n share more detailed information with parents about how children's learning may be continued at home n extend opportunities for children to recognise, value and share their home languages and learn about different people and communities.

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Setting details

Unique reference number 2586053 Local authority East Sussex Inspection number 10237214 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 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in Bexhill-on-Sea, in East Sussex. She cares for children from 7.30am to 6pm each weekday for 48 weeks a year. The childminder receives funding to provide free early education for children aged three- and four-years-old.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The inspector spoke to the childminder about the leadership and management of the provision, including how they safeguard children and online safety.

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Inspection activities

13 April 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

13 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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