Toni Louise Burton

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

p.1

The provision is good

Children are confident and happy in the childminder's care. She builds good relationships with children and is extremely calm and consistent in her approach. This helps children feel safe and secure. They quickly learn the boundaries and expectations of the setting and behave well.

p.2

The provision is good

Children communicate confidently and develop strong social skills. They are keen to join in conversations and talk to the childminder and their friends. They learn to do things for themselves, such as finding their shoes to go outside. This helps prepare them for their future learning and starting school. Children are eager to take part in activities and become engrossed in their play. They practise their physical skills as they climb up the slide or scoop water into buckets. The childminder has high expectations for what they can achieve. She gives them plenty of time to try things for themselves, which boosts their self-esteem.

p.2

The provision is good

The childminder is aware of the impact the COVID-19 pandemic has had on the children in her care. She focuses carefully on experiences they may have missed, such as mixing with other children, to help build their skills in these areas.

p.2

need to do better?

n The childminder gets to know children well and understands their stage of development. She plans activities that they enjoy and responds to their interests. She builds on children's learning effectively during spontaneous experiences. For instance, when children find a spider, she encourages them to use a magnifying glass to examine it closely. However, she does not focus precisely on what children are ready to learn next when planning activities, to help them make the best possible progress. n Children make very good progress in their language and communication skills. The childminder includes stories and songs as part of the daily routine and has a weekly 'focus book' that children get to know well. Children listen with rapt attention when the childminder reads to them. They recall new words such as 'cocoon' and excitedly explain how a caterpillar turns into a butterfly. n The childminder creates a calm, positive environment for children. When

p.2

need to do better?

children struggle with their emotions, she supports them effectively and helps them think about how others feel. Children develop respectful attitudes to each other. They learn about each other's family and background. For instance, they share photos from a visit to relatives who live in a different country. n Children develop a good understanding of how to stay healthy and safe. They remember that they need to use soap to wash any germs from their hands before they eat. The childminder teaches them about the importance of wearing sunscreen and a hat in hot weather, and children know they should drink plenty

p.2

need to do better?

12 July 2022 of water while they play. n Parents speak positively about the childminder's setting and are happy with the care she provides. The childminder speaks to them each day and keeps them up to date. However, she does not share as much information as she could about what individual children are ready to learn next so that parents can continue to support this at home. n The childminder understands the importance of working with other early years settings that children attend. She shares some information with them, for instance through a contact book, but this is inconsistent. She has not fully developed an effective strategy for ensuring a shared approach to all children's learning and care. n The childminder reflects on her practice. She is eager to further develop her skills and makes good use of available advice and support to keep up to date, such as her local authority improvement officer. She evaluates her setting well

p.2

need to do better?

and is responsive to feedback from parents.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities towards the children in her care. She knows how to recognise possible signs of abuse or neglect, including issues such as radicalisation and extremism. She is familiar with the procedures to follow to report any concerns. The childminder checks her home thoroughly to identify and remove any hazards. This helps children play safely in the home and garden. Children learn to keep themselves safe. For instance, the childminder teaches them to climb up and down the garden steps carefully.

p.3

should:

n focus more closely on what individual children are ready to learn next when planning learning opportunities n extend the good communication with parents further so that all parents are familiar with their child's individual next steps and can continue their learning at home n strengthen partnerships with other settings that children attend, to develop a more consistent, shared approach to children's learning and care.

p.3

Setting details

Unique reference number EY553828 Local authority East Sussex Inspection number 10174518 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 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Eastbourne, East Sussex. She operates from Tuesday to Friday, from 7.30am to 5.30pm, all year round. The childminder holds a relevant qualification at level 6. She receives funding to provide free early education for children aged three and four years.

p.4

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 spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to parents and read their written feedback and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

12 July 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

12 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

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