Mrs Amanda Gay Newins

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 feel completely at home with the caring childminder. They respond well to her warm and friendly manner. Babies form good attachments to the childminder and naturally turn to her for cuddles and help. Older children are excited to see her. They say they 'love coming to Mandy's house'. Babies and children settle quickly. The childminder and her assistant are very attentive to children's needs and provide the affection, support and encouragement they need to become confident learners.

p.2

The provision is good

Children show high levels of attention and engagement. They are constantly motivated by the ideas the childminder offers to extend learning. Children behave very well. They are given gentle reminders in a calm and consistent way and praise for their efforts and achievements. Children learn to help each other and play kindly with their friends.

p.2

The provision is good

Children make regular trips to the local area and community. These are an integral and carefully planned part of the provision. They provide opportunities for children to take part in a wider range of experiences, such as creative activities in local play groups. Children enjoy fresh air and learn about the world around them, through walks in the woods or on the beach, for example.

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need to do better?

n The childminder and her assistant build respectful relationships with children and their families. They enjoy working with children and know their families well. Parents are extremely complimentary and feel very well supported in a variety of ways. For example, the childminder gives guidance about healthy eating and tooth cleaning. She provides parents with information about their child's day and progress. n The experienced childminder observes children and monitors their development. She works closely with parents to establish children's starting points. The childminder consistently builds on children's skills and knowledge to move learning forward. She has a clear understanding of what children need to achieve while in her care and provides sufficient challenge in their day. All children make good progress. n The childminder encourages children's growing independence skills. For example, they know they need towels to dry rain on equipment in the garden

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need to do better?

before they use it. Even toddlers cut up their own healthy banana snack, using safety knives. Children make meaningful choices between activities. They are well prepared for school. n The childminder makes a large number of toys and resources available in the playroom and garden. However, these are not always planned or organised

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need to do better?

7 September 2022 carefully. This makes it difficult at times for younger children to quickly access what they need or to tidy away when they have finished. Toys and resources available are not always linked to children's current learning and development needs. n The childminder reads stories with enthusiasm to help children enjoy reading. Babies snuggle onto her lap, and all children learn to listen carefully. The childminder encourages them to look carefully at the pictures and answer questions about the story. Children show they remember previous learning, such as when the childminder reads a story about different families. This supports children to accept the differences between themselves and others as they discuss their own families. n The childminder interacts and supports children's developing speech and language very well. The childminder and her assistant continuously encourage thoughtful conversation. They narrate children's play and give them time to

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need to do better?

process their thinking. The childminder and her assistant use singing and rhymes to help children learn new vocabulary and sounds. Children learn to be confident talkers, eagerly chatting about their experiences. n The childminder knows her strengths and plans ongoing improvements with her assistant. The childminder supports her assistant very well. For example, she provided the advice and guidance needed for the assistant to gain her early years qualification at level 3. The childminder updates her own skills and knowledge through online training and by sharing ideas with other professionals.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant accesses training to help ensure they feel confident in their child protection knowledge. The childminder knows who to contact if she has concerns about a child's welfare, and she understands issues such as radicalisation. She has experience of supporting vulnerable children and their families. The childminder and her assistant complete regular first-aid training and know what to do in a medical emergency. The premises are secure. The childminder monitors the main door electronically so that she can see who is arriving or leaving.

p.3

should:

n review and improve the organisation of the environment to help ensure younger children can easily find what they need and tidy away after use.

p.3

Setting details

Unique reference number 131003 Local authority Brighton and Hove Inspection number 10228239 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 12 Number of children on roll 18 Date of previous inspection 1 November 2016

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Information about this early years setting

The childminder registered in 1993. She lives in Brighton, East Sussex. The childminder and her assistant care for children each weekday, from 8am to 6pm, throughout the year. She receives funding to provide free early education for children aged two, three and four years. The childminder and her assistant hold relevant qualifications at level 3.

p.4

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 provider and has taken that into account in her evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector talked to children and some parents and took their views into account. n The childminder talked to the inspector about children's learning and development. n The childminder and inspector completed a joint observation of the assistant and a group of children.

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Inspection activities

7 September 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

7 September 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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