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

Young children eagerly run in on arrival and quickly begin to explore a variety of activities. Babies are warmly welcomed with cuddles, and quickly engage in stimulating play. Children have a close bond with the childminder, whose emphasis on emotional well-being helps children feel safe and secure. Children have their individual needs met at this personalised setting. For example, the responsive childminder listens to children who tell her when they are hungry for snack. The childminder considers children's feelings. She gently reinforces positive behaviour through modelling when needed. As a result, children's behaviour is good.

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The provision is good

Children receive support to develop their social skills by thoughtful interactions. For instance, the childminder encourages new children who are not confident with routines to join others play, and to independently explore activities. Her good eye contact and positive facial expressions reassure children. This further supports children's emotional well-being.

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The provision is good

Children enjoy being active. They access the garden freely throughout the day and enjoy learning about the natural world around them. For example, children play collaboratively, creating muddy delights in the well-equipped mud kitchen. They excitedly hold and talk about worms they find, before putting the 'wiggly' worm back with care. Children also benefit from local outings and educational trips into the local community. This promotes their physical development and supports them to feel confident in new environments and further strengthens their social skills.

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need to do better?

n The nurturing childminder has a child-centred approach. This enables children to reach their full potential in an effective learning environment that promotes independence. n New children quickly form secure attachments with the childminder. She is flexible when they start, offering tailored settling-in sessions. The childminder works closely with new children's parents to find out about learning needs, their routines and care needs. This enables her to be knowledgeable about children's starting points. The childminder is caring and respectful. For example, she asks children if she can check their nappies and considers children's privacy when toileting. This supports children's personal, social and emotional development. n The childminder is very mindful of children's unique personalities. This enables her to implement a well-thought-out curriculum, based around children's own interests and learning needs. As a result, children are enthusiastic and cannot

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need to do better?

wait to independently delve into activities. The childminder confidently plans next steps for the children, knowing what they can already do and what they need to learn next. This enables children to make good progress.

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need to do better?

31 October 2022 n The childminder plans her curriculum to cover all seven areas of learning. She successfully considers the different ages of children, adapting activities so they can all take part. However, the childminder does not always identify opportunities during children's play activities to help them practise early writing skills. n Children's language and communication skills are of high importance to the childminder. She successfully narrates children's play, models language with clear pronunciation and repeats words. The childminder holds meaningful back- and-forth conversations with children. However, in her enthusiasm during activities, she does not always give children enough uninterrupted time to explore their interests fully. n The childminder has high expectations of children's behaviour. She models sharing and turn taking for babies, while she encourages young children to think about why they need to do things. For example, children going in the garden try

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need to do better?

to do so without their shoes on. The childminder supports them to look at the wet patio with her. Children successfully identify they need shoes, so they do not get wet feet. This successfully promotes children's thinking and enables them to learn skills to prepare them for future success. n Parents feel involved in their child's learning and speak positively of their experience with the childminder. They are highly complementary of the emotional support their children receive. Daily conversations ensure parents are well informed. Parents know their child's next steps and work on these at home. They value the childminder's personal, supportive approach, reporting that children 'can really be themselves'. n The childminder meets with other childminders so children can experience play with others, widening their social networks. The childminder also has links with the local authority and demonstrates good partnership working with other

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need to do better?

professionals. For example, she works alongside local pre-schools to share information when children attend more than one setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure knowledge of safeguarding and child protection. She understands how to refer children if she has a concern for their safety. She also knows the procedure to follow in the event of an allegation being made about herself or a member of her family. The childminder has a good understanding of a range of safeguarding contexts, such as radicalisation. She supervises children effectively. When on outings in the local community, the childminder takes opportunities to teach children about keeping themselves safe, for example road safety.

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should:

31 October 2022 n make better use of opportunities that arise during children's play to support their early writing skills n allow children the time they need to learn at their own pace before intervening, so they can explore activities fully.

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Setting details

Unique reference number EY386960 Local authority West Sussex Inspection number 10235272 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 11 Date of previous inspection 15 March 2017

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Information about this early years setting

The childminder registered in 2008 and lives in Hassocks, West Sussex. She operates from 8am to 6pm on Tuesday, Wednesday and Thursday, all year round, except for bank holidays and family holidays. Mondays are offered term time only, from 8am to 6pm. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rational for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the provision with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

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

31 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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