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 Good

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The provision is good

Children are happy and their well-being is high. They enjoy their time in the care of the welcoming and accommodating childminder. They freely explore the environment, and all that it has to offer. Children feel secure knowing that the childminder is there to support them and offer guidance when needed. For example, children show great pleasure in sharing stories. They use props and snuggle into the childminder, showing great levels of concentration and enjoyment. She brings stories to life. Even the youngest children are captivated as she reads and sings.

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The provision is good

Children are becoming increasingly independent. For instance, they are starting to communicate when they need the toilet, and show independence when washing their hands for snack. The childminder is skilful in talking to the children about routines so they learn to do things for themselves. For example, when the children made play dough they had full control over the activity. They showed pure excitement and delight as they felt the textures of the ingredients. The childminder was nearby to offer support. She introduced the children to language, such as 'scales' and 'weighing' as they explored the weight of the ingredients.

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The provision is good

Children play together well. They are learning with support to share. The childminder is skilled at talking to the children about how to be kind, and encourages them to verbalise to others their needs and wants.

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need to do better?

n The childminder knows the children incredibly well. She can confidently talk about the development of the children and their planned next steps in learning. She completes thorough two-year progress checks that are then shared with parents and health visitors. This ensures that any support children may need is picked up quickly and actions are put into place. The curriculum is planned well to ensure that children are making good progress across all areas of development. n Parents and carers are extremely happy with the care and education that the childminder provides. They praise the two-way flow of communication. Parents feel welcome in her home as they settle their children and handover key information for the day. Parents are encouraged to share information about their children. For example, the childminder sends home regular questionnaires to find out about what the children have been learning at home and places they

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need to do better?

have visited. This enables her to keep learning relevant based on the children's needs and interests. n Children thrive in the outside area. They show great excitement at going out to explore. The childminder understands the importance of outside play. For

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need to do better?

23 August 2022 example, the children show confidence in pulling a trailer to the bottom of the garden to collect apples from the tree for snack time. They take appropriate risks, as they challenge themselves to climb the ladder to the slide. Children have ample opportunities to develop and embed their emerging large physical skills. However, there are limited opportunities and resources for children to practise their mark-making skills across the environment. n Children who are learning to speak have ample of opportunities to hear language within the environment. The childminder is very skilled at modelling language for the children as they play. For example, when reading 'What the Ladybird Heard', the children were asked to name the animals. The younger children confidently made the correct animal sounds. Children are hearing a rich range of words, which is strengthening their communication skills. n Children thoroughly enjoy exploring the environment. They are provided with a

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need to do better?

diverse range of resources. However, the childminder does not fully consider how to encourage children to become more involved in routine times, such as tidy-up time. This means that, on occasion, the resources become difficult to navigate. n The childminder understands the impact that the COVID-19 pandemic has had on children's social development and confidence. As a result, children are provided with plenty of opportunities to visit and explore the local environment. For example, when the children were exploring the book 'The Hungry Caterpillar', the childminder took the children to a butterfly farm so they could see the links between the book and what butterflies look like. The childminder also meets with other childminders in the local area to attend toddler groups. This helps children to engage and interact with other children in larger social situations. n The childminder is very reflective of her practice. She completes regular

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need to do better?

professional development to ensure that her knowledge is up to date. She has good relationships with other local childminders. This means that she is able to share her knowledge and has a network of support if she needs any advice or guidance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her duty to protect children. She undertakes regular training to keep her knowledge up to date. This includes learning about radicalisation, extremism and female genital mutilation. The childminder is aware of local safeguarding risks and she knows how to report any potential concerns. She ensures that the people living in her household are suitable. She knows the procedures to follow should there be an allegation made against herself or a member of her household. The childminder ensures that she completes risks assessments on both the inside and outside environment daily. This ensures that the areas are safe and suitable for the children to use.

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should:

n review the organisation of routine times, such as tidy-up time, to involve children more actively in looking after their environment n improve the opportunities for children to practise and develop their early writing skills.

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Setting details

Unique reference number EY471277 Local authority West Sussex Inspection number 10228860 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 6 Date of previous inspection 9 September 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Horsham, West Sussex. She offers care from Tuesday to Friday, 8.30am to 5.30pm, throughout the year. The childminder accepts funding for the free provision of education for children aged two, three and four years.

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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 they ensure they are safe and suitable. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 August 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

23 August 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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