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 receive a warm welcome from the childminder and settle well. They arrive happily and confidently move around the childminder's home. Children freely access the resources available to them and take time to explore new equipment. For example, children enjoy exploring the sound that lentils make, as they scoop and pour them into various different-sized wooden pots.

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The provision is good

Children enjoy exploring the childminder's garden. They listen to the birds sing and talk about what they might feed them. The childminder plans activities depending on the children's interests and abilities. For example, younger children practise walking using push-along toys, such as a doll's pushchair. Older children play imaginatively in a forest area at the end of the garden.

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The provision is good

Children enjoy looking at story books and the childminder encourages them to talk about what they think might be happening. For example, the childminder reads stories to children and encourages them to label different expressions, such as 'happy' and 'sad'. This supports children's emotional development.

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need to do better?

n The childminder ensures she keeps her knowledge up to date and has recently updated her safeguarding training. She evaluates her practice and has put a plan in place to keep her knowledge and skills up to date. For instance, she intends to complete forest-school training as well as update her knowledge on special educational needs and/or disabilities (SEND). n Children's physical development is supported well. The childminder encourages children to put their own coats on before going in the garden. She helps younger children to put their arms in their coat sleeves and reminds them to put their shoes on before going outside. n Children's communication and language is encouraged well. The childminder comments on the things that children are interested in and uses age-appropriate words. For instance, she responds to the sounds that young children make, such as 'weeeee' and 'shhhhh', as they scoop and pour lentils into different

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need to do better?

containers. n The childminder reminds children of the rules and boundaries. For example, she makes sure children have aprons on before they take part in painting activities. The childminder encourages children to eat their sandwiches before their crisps as part of her healthy eating policy. She encourages children to clear up after themselves. As a result, children behave very well. n Children develop an awareness of mathematical concepts from a young age. The childminder talks to children about the size of objects and compares them, demonstrating what is 'bigger' and 'smaller'. However, the childminder does not

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need to do better?

16 September 2022 always allow children to take full advantage of the learning opportunities which interest them. As a result, children do not always get the most benefit out of the experiences provided to fully extend their learning. n Children freely access the activities the childminder has thoughtfully prepared outside. They use chalk on a large chalk board to make marks. They access a variety of paints and independently squeeze the paint out. Children show delight as they explore the texture of the paint on their hands. They benefit from fresh air and exercise while taking part in creative activities. n Parents are very happy with the care their children receive. They feel well- informed about their children's development and feel the childminder follows the children's individual routines. The childminder communicates well with other settings the children attend. n The childminder is aware of how to support children with SEND. She monitors

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need to do better?

children's progress well and shares strategies with parents that may help their children's development at home. The childminder knows how to refer to external agencies should she need to. As a result, all children are making good progress. n The childminder takes children out regularly in the local community. They visit the local library, the beach, the park as well as toddler groups. This helps children learn about the world around them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to identify signs that a child may be at risk of harm. She knows how to report concerns about children to the local safeguarding partners, including allegations made against herself or household members. The childminder understands the 'Prevent duty' and how to identify if a child is being exposed to extreme views. The childminder has a secure understanding of risk and how to risk assess effectively. She carries out daily checks and takes appropriate steps to ensure children's safety. The childminder understands what she needs to notify to Ofsted.

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should:

n improve how the curriculum is implemented to ensure children have time to fully explore their interests to maximise their learning.

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Setting details

Unique reference number EY444821 Local authority West Sussex Inspection number 10228649 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 5 Number of children on roll 6 Date of previous inspection 22 September 2016

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Information about this early years setting

The childminder registered in 2012. She lives in Hurstpierpoint, West Sussex. She provides care for children between 8am and 5pm, Tuesdays and Thursdays, during term time only. The childminder accepts free early education funding for children aged 2, 3 and 4 years. She has a relevant childcare qualification at level 3.

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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 provider and has taken that into account in their evaluation of the setting. n The inspector sampled documentation such as certificates, policies and children's information. n The childminder spoke to the inspector about what she intends children to learn. 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 inspector and the childminder took part in a joint observation to find out how she evaluates her practice. n The inspector took feedback from parents.

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Inspection activities

16 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

16 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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