Childminder in West Sussex

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Children take the lead in their play and learning and also where they would like to play. They can freely move from the cabin to the garden and happily take resources from indoors to play with outside. This enables children to play where they feel most comfortable. Children learn about sharing and managing their own behaviour through effective support from the childminder and her assistant. For example, when children want the same toy, the childminder makes suggestions about taking turns or finding something else to play with. This diffuses situations and redirects children's attention successfully.

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The provision requires improvement

Older children develop good levels of concentration and spend lengthy periods at their chosen activity. This supports them as they move on to the next stage of their learning, such as school. However, some weaknesses in communications with other early years settings that children attend, and in the planning of activities, impact on providing the good-quality learning consistently. Children take great pride in their successes, which the childminder readily celebrates with them. For example, upon the completion of treading pasta to make a necklace, children 'high five' with the childminder and share a hug. Children learn about the wider world and about similarities and differences. For example, they explore different languages of those attending and taste foods from other countries.

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need to do better?

n The childminder plans for the curriculum and implements this well, overall. However, some activities do not build upon children learning needs and are not planned effectively enough. For example, an adult-led activity was not thought through to ensure that it met the abilities of the younger children so that they could achieve the outcome. This meant that the younger children quickly lost interest and moved away. n Older children show a good understanding of their body's needs. For example, after a game of running races, a child was able to recognise that he needed a drink and so helped himself. Children develop an awareness of healthy eating and are actively encouraged to try new foods, such as pepper. n The childminder supports children's interests well. For example, she ensures that resources are on hand to enable children to pretend to fix and mend things using the toy hammers and saws. They take great interest in 'fixing' the slide

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need to do better?

and sand pit with the childminder. n The childminder understands the importance of involving other professionals to seek support for children if required. However, she has not communicated with staff at other early years setting those children also attend. This was a weakness raised at the previous inspection and the childminder has not yet taken appropriate action. This means that she is missing opportunities for sharing of

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need to do better?

5 May 2022 developmental information. n Children thoroughly enjoy playing with and manipulating play dough. They receive support to enable them to make the shapes they want and to push the dough through the moulds. The childminder and her assistant introduce words to support language development, such as 'squish' and 'squeeze', in order to boost children's vocabulary. n Since, the last inspection, the childminder has made improvements to her provision. She works closely with her assistant, and they attend mandatory training, such as first aid and safeguarding. The childminder maintains appropriate documentation. However, the safeguarding policy is not reflective of the current local safeguarding partnership guidance. For instance, the childminder has not updated it to reflect recent changes. However, this does not impact on children's welfare as she knows who to refer concerns to. n The childminder fosters good relationships with parents. She gains initial

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need to do better?

required and developmental information from parents, so that she can support children's needs from the start. The childminder uses differing methods to communicate with parents in ways that suit everyone involved. For example, she recently introduced daily diaries and also provides daily verbal feedback. n Children develop good relationships with the childminder, her assistant and each other. They happily involve the adults in their play and learn about being kind, for example when looking after the pet rabbit. This supports them to understand about caring for others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have recently updated their safeguarding knowledge. This helps to ensure that they have up-to-date information to protect the children in their care from harm. They have a secure knowledge of the wider aspects of safeguarding and how to refer any concerns about a child. The childminder and her assistant understand their role and responsibilities in safeguarding children and know how to refer any concerns they may have about a child or adult. There are clear processes for risk assessment and children learn about their own safety, for example through clear direction from the childminder.

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Due date

ensure that the planning of activities is effective to meet the learning needs and abilities of all children 20/05/2022

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Due date

5 May 2022 develop partnerships with other early years settings that children attend, to find more effective ways to share information about their learning and development 20/05/2022

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Due date

update the safeguarding policy to reflect the procedures of the local safeguarding partnerships. 20/05/2022

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Setting details

Unique reference number EY545931 Local authority West Sussex Inspection number 10205429 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 10 Number of children on roll 34 Date of previous inspection 3 August 2021

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Information about this early years setting

The childminder registered in 2017. She lives in Chidham, Chichester and works with an assistant. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the premises and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector completed a joint observation with the childminder. n The inspector took account of parents' views through written feedback.

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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

5 May 2022 5 May 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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