Sizmur, Alison

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

p.1

The provision is good

Children arrive at the setting happily and separate from their parents with ease. They are excited to be at the childminder's house and keen to engage in all the experiences available to them. Children enjoy exploring resources that promote their curiosity. For example, children use the wooden bricks to create different structures. They experiment with materials of different shapes and sizes to see how to achieve their desired outcome.

p.2

The provision is good

Children build warm, secure relationships with the childminder. They have good independence and self-care skills. They put on and take off their own shoes and put them away in the shoe cupboard without being prompted. Children's behaviour is good. The childminder has high expectations and consistently reinforces the rules and boundaries. Children are reminded to care for the resources within the environment.

p.2

The provision is good

Children confidently select the resources they want to use and lead their learning through play. They make good progress in their learning and development. Children use the physical skills they have developed to balance on beams in the garden. When they find it hard, they persevere by getting back on the beam and having another go.

p.2

need to do better?

n The childminder has created an environment that is encouraging and welcoming. Children have positive attitudes to learning. They are kind and caring to their friends and play together pleasantly. Children help their younger friends to use the ride-on toys by pushing them along. n The childminder works effectively with parents to meet the needs of the children. Parents speak positively about the care provided. They explain how children develop independence and social skills during their time with the childminder. Parents are amazed at the new knowledge children learn, such as knowing to be careful around certain jellyfish on the beach. n Overall, the childminder has a clear understanding of what children need to learn next. However, she does not manage group times as successfully as she could to support individual children's learning. This means that, on occasion, children lose interest and are not fully challenged in their learning.

p.2

need to do better?

n The childminder has successful systems in place to monitor children's progress. She quickly identifies children who may need additional support. She works collaboratively with parents and other professionals to support children with special educational needs and/or disabilities. n Children develop a love of stories. The childminder teaches children to take care of books. She provides daily story time to help to develop children's

p.2

need to do better?

19 April 2022 communication and language. However, on occasion, the childminder does not use opportunities fully to further support younger children's communication and language. For example, when the childminder talks to children, she does not adapt her language for younger children or use repetition to help them learn new words. n The childminder encourages children to develop their writing during imaginary play. For example, children use pens and cardboard boxes to creatively express themselves. They turn the box into a vehicle that they can share with their friends. This helps to support children to develop their fine motor skills and imagination. n The childminder promotes good hygiene practices, such as handwashing before meals. She encourages the children to be independent and have a go. For example, children take themselves to the toilet and know to ask for help if they need it. Mealtimes are a social occasion. The childminder praises children for

p.2

need to do better?

sitting and eating nicely. n The childminder and her co-childminder evaluate and review their provision effectively. They are committed to the continuous development of the provision and have plans to further improve elements of the outdoor environment. The childminder has undertaken online training to keep her knowledge up to date. She has researched different early years approaches, which has inspired her to encourage children's natural curiosity further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The premises are safe and secure. The childminder has purposefully planned the environment to ensure the safety of children. For example, in her organisation of seating outdoors, the seating has rounded edges to minimise any impact should a child fall. The childminder ensures that she keeps her safeguarding training up to date. She knows the signs to look out for which may indicate that a child is at risk of harm. The childminder is confident in the local safeguarding partnership procedures to follow to make a referral. She has a good awareness of wider safeguarding issues, such as female genital mutilation and radicalisation.

p.3

should:

n review the organisation of group times and consider the learning needs for all children to provide further challenge n strengthen support for younger children to develop their communication and language skills further.

p.3

Setting details

Unique reference number EY275238 Local authority West Sussex Inspection number 10228345 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 13 Date of previous inspection 6 September 2016

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Littlehampton, West Sussex. She operates from Monday to Friday all year round. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant qualification at level 3. The childminder works with her husband, who is her co- childminder.

p.4

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 setting. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

19 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.

p.4

Inspection activities

19 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6