Childminder 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 develop positive relationships with the childminder. They are happy, safe and secure in her care. Children explore a wide range of stimulating activities that match their interests and stages of development. They independently choose where they play and are highly motivated in their learning. This gives them the confidence to practise new skills.

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The provision is good

Children benefit from a well-sequenced reading curriculum to help them make links across their learning. For example, they listen attentively to a story about 'Mrs Lather's Laundry' and a rhyming book called 'Socks'. Children physically explore what they have read in books to help them know more and remember more. For example, they wash matching patterned pairs of socks, squeeze out the water and peg them on the line to dry. Children show good concentration. They develop fine motor control and precision which successfully supports their hand-to-eye coordination.

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The provision is good

The childminder has high expectations for children's social development. Children benefit from her support and positive interactions to help them make good friendships and cooperate. They behave very well. Children learn to respect the needs of others. For instance, they say 'please' at snack time when the childminder asks them, 'What's the magic word?'

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need to do better?

n Parents share information about their children's interests and care needs right from the start. This helps the childminder plan for what children need to learn next. Children settle quickly. The childminder shares information with parents about the daily activities children engage in. However, the childminder does not share ideas to extend their learning at home. n The childminder knows the children well. She regularly checks what they know and can do. The childminder is keen to support children's communication and language skills. However, the quality of teaching is not as high as it could be for children learning English as an additional language. Although the childminder counts children's fingers in two languages to teach them about number, she does not work with parents to explore other ways to support their home languages. n The childminder provides opportunities for younger children to develop their

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need to do better?

physical strength. This helps develop their small-muscle coordination to support their emerging writing skills. Children freely access writing materials and paper. They make random marks and draw head shapes for different people. The childminder models how to write children's names to introduce letters. n The childminder provides interesting objects and natural materials for children to

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need to do better?

14 July 2022 explore and investigate. For example, she freezes toy jewels and pirate coins in small blocks of ice. Children confidently come up with their own ideas and explanations for how to extract the treasure. For instance, they squirt warm water onto the ice to make it melt. Children cover a home-made cannonball with the sand and dig it up again. The childminder reminds them of the word 'excavator', seen in a book at the library yesterday to build on their vocabulary. n The childminder works closely with parents to meet children's individual dietary needs. She provides a variety of nutritious meals to teach children about making healthy food choices and to promote good oral health. Children manage their own personal care needs, such as toileting and handwashing. They put on their own shoes independently. Children develop the self-help skills needed for school. n The childminder understands the importance of a healthy lifestyle. She provides

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need to do better?

opportunities for children to play in the garden and visit the local park. Children widen their social and cultural awareness when they meet different people in the local community. For instance, they visit the local library and attend a music session. n The childminder regularly reflects on her practice with parents, children and other childminders. She identifies her strengths and areas where she could further improve. For example, she wants to attend more training to update her knowledge. The childminder works closely with other professionals at the local provision children attend. This supports their continuity of care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities for safeguarding children. She knows the signs and symptoms that might indicate a child is at risk of harm. The childminder is clear about her reporting procedures and who to contact for advice. She knows about other safeguarding issues, such as radicalisation and extremism. Risk assessment is effective. The childminder completes regular risk assessments that identify hazards which may arise for children. She has a current paediatric first aid certificate.

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should:

n enhance opportunities for children to hear and use their home language n strengthen opportunities for sharing ideas and activities with parents to further support and extend their children's learning at home.

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Setting details

Unique reference number 2566507 Local authority West Sussex Inspection number 10239366 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in Burgess Hill, West Sussex. The childminder operates on weekdays, between 7.30am to 5pm, all year, except for bank holidays and family holidays. She provides funded early years education for two-, three- and four- year-old children. The childminder holds a level 6 qualification in early years.

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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 their evaluation of the provider. n The childminder showed the inspector around her home to understand how the early years provision and the curriculum are organised. n The inspector carried out a joint observation with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n A sample of documents was reviewed by the inspector, including the safeguarding children policy and complaints policy. n Parents' views were taken account of by the inspector.

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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

14 July 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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