Home Childcarer in West 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 form strong relationships with the nurturing childminder. They arrive at her home happily and wave goodbye to their parents. Children are familiar with the daily routine. For example, on arrival they sit down and take their shoes off. They are eager to explore the range of toys and resources available. Children excitedly open the treasure chest where the books are stored and enjoy looking through a selection of stories. They point at pictures, proudly labelling the animals that they can see.

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The provision is good

The childminder plans activities that support children to achieve their next steps and that she knows the children will enjoy. Children benefit from different mark- making opportunities, such as using chalk on a plastic tray. As they draw, they give meanings to the marks they make and are proud of their creations. Children make good progress in their physical development. They have plenty of opportunities to practise climbing and jumping while being physically active in the fresh air. They learn to navigate climbing up and down small slopes. Children learn how to keep themselves safe, for example, when the childminder reminds them of the rule not to stand at the top of the slide.

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need to do better?

n Children make very good progress in their communication and language. They learn new words rapidly and are confident to use their developing language to share their ideas. The childminder repeats words back to children and adds in new words to encourage them to put two words together. She has a good understanding of how to support children who speak English as an additional language and works with parents to find out about children's development in their home language. n The childminder knows the children well. She structures her curriculum to build on what children know and can do, focusing activities on their current interests. She takes into account how children learn, recognising each child as an individual. For example, she leaves activities available for children to revisit throughout the day. n The childminder provides children with a range of toys and resources in the playroom. Children are confident to self-select what they would like to play with.

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need to do better?

The childminder talks to children as they play, commenting on what they are doing. However, on some occasions, she does not challenge children's thinking to maximise learning opportunities and help them to achieve the best possible outcomes. n The childminder ensures her mandatory training is kept up to date. She has proactively accessed further training to broaden her skills and knowledge. For example, she has attended training on managing children's behaviour to expand

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need to do better?

27 June 2022 her understanding of how to support the children she cares for. n The childminder monitors the progress of children well. She identifies their next steps and shares them with parents to ensure a collaborative approach to children's learning. Parent partnership is effective. Parents say that the childminder is a 'great communicator' and that they receive regular updates on their children's progress. They feel that their children benefit from diverse activities that help them to develop different skills and interests. For example, parents say that their children have developed an interest in insects after watching the life cycle of a butterfly. n The childminder provides children with a range of healthy snacks. She encourages parents to provide healthy meals. Mealtimes are a social opportunity and children sit together and talk about their day. Children develop good independence skills. For example, they use steps to reach the sink so they can

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need to do better?

wash their hands independently. n Children enjoy regular outings in the local community. These help them to learn about the world around them. For instance, they visit the library, the beach and local play cafes. They meet up with other childminders and their children for further socialisation opportunities. Children learn to appreciate and respect the diversity of others. For example, they learn key words in the language that their peers speak and use these to communicate with each other, such as saying 'grissini' for breadstick.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to ensure that all children are kept safe and free from harm. She has considered how to take the children safely on outings and teaches the children how to keep safe when walking near roads. She regularly refreshes her child protection training and is knowledgeable about the signs and symptoms of abuse. The childminder has a good understanding of the local safeguarding partnership procedures to follow if she has a concern about a child. She recognises how some safeguarding issues may affect children's family members and the impact this may have on the children she cares for.

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should:

n strengthen interactions with children during their spontaneous play to further enhance their learning experiences and raise the quality of teaching to an even higher level.

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Setting details

Unique reference number 2564379 Local authority Brighton and Hove Inspection number 10232176 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 3 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 3.

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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 she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

27 June 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

27 June 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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