Howard, Kim

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 very happy and safe in the childminder's home. They quickly build strong relationships with the childminder and her assistant, and there is a very caring, homely environment. Children make good progress in their learning and development. They benefit from activities which the childminder plans carefully to build on children's interests and previous learning experiences. For example, children delighted in observing how the leaves they had collected in the park several days earlier had started to change in appearance.

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The provision is good

Children behave well. They receive plenty of individual attention from the childminder and her assistant, who readily join in their play with them. For example, adults talk about what the children are doing and introduce the children to new words. Children respond positively to the adults and actively welcome them into their play.

p.2

The provision is good

The childminder is committed to giving every child the best possible start. She organises her childminding service well so that children benefit from a rich, varied and stimulating learning environment. Older children develop the skills they need to start school. For example, they take care of their own needs independently, they are confident, they ask questions freely and are keen to expand their knowledge and understanding.

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need to do better?

n Younger children's learning and development needs are met particularly well. The childminder works closely with parents when children first start to really understand each child's character, favourite activities and learning needs. She then provides for these accordingly. This helps children to settle quickly and become confident to explore the resources available. The childminder responds quickly when she notices that children are especially interested in specific things. For example, she has purchased several clocks in response to a child's interest in learning to tell the time. n Children's learning is extended well as the childminder plans simple outings in the local area, which she knows children will thoroughly enjoy. For example, she organises bus rides to the beach and regular visits to toddler groups where children can build relationships with other children. n The childminder builds children's confidence and self-esteem well. For example,

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need to do better?

she actively celebrates each child's achievements and praises them highly. Children beam with pride when she acknowledges how hard they have tried to fix two building blocks together. Children's achievements are celebrated on the 'proud cloud' and children look forward to being nominated for 'star of the week'.

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need to do better?

11 October 2022 n Teaching is consistently good. The childminder and her assistant continually check the progress each child makes. They plan activities they know will support children's interests and help them to develop new skills. For example, when older children show interest in mathematical concepts, the childminder plays challenging games and teaches children how to make simple calculations. n The childminder and her assistant allow children time to thoroughly explore activities and develop their own interests. Children were curious when they noticed the ice cubes were starting to melt in the sun. She has accurately identified that some of her resources offer fewer opportunities for children to be creative and develop their own play, and she has started to address this in her provision. For instance, very occasionally, children play with resources which have limited use and offer a restricted type of play and learning potential.

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need to do better?

n Children develop a good awareness of letters and the sounds they represent. For example, two-year-olds accurately point out the letters on the garage they play with. They start to sing the alphabet song with the childminder. The childminder also uses practical activities to introduce children to different letters. For instance, she helps children learn about the initial sounds of everyday objects they are familiar with. This introduces children to simple phonics in a practical, fun context. n The childminder and her assistant work extremely well together. They share a passion and commitment for high quality. They work hard to continually reflect on their practice, update their knowledge and make continual improvements to the service they offer.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children's safety and well-being are given the highest priority. Both the childminder and her assistant supervise children closely at all times and teach them how to play safely. For example, young children recognise that there must only be one child on the trampoline at any time to prevent injuries and accidents. All areas of the childminder's home are safe, and relevant precautions are taken to minimise any risks to children. The childminder and her assistant have a good understanding of the signs and indicators of abuse and know what action they must take if they are concerned about a child's welfare.

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should:

n continue to develop the range of resources which enable children to be more creative in their play and offer a richer range of learning experiences.

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Setting details

Unique reference number 108926 Local authority East Sussex Inspection number 10228129 Type of provision Childminder

p.4

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 7 Date of previous inspection 25 November 2016

p.4

Information about this early years setting

The childminder registered in 1993. She lives in Eastbourne, East Sussex. She provides care from Tuesday to Friday, 7.30am until 6pm, throughout the year. She works with an assistant. Funding is accepted for the provision of free early years education for children aged three and four 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 childminder. n The inspector spoke with the childminder and her assistant at convenient times throughout the inspection. They discussed how children's learning needs are planned for and what action is taken to keep children safe from harm. n Children interacted with the childminder and talked about what they like to do. n Some documentation was checked, such as first-aid certificates and confirmation of child protection training. n The inspector observed the childminder and her assistant interacting with the children during their play and assessed how well this supported children's learning.

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Inspection activities

11 October 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

11 October 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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