Childminder in East 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

Relationships between the childminder and the children are warm. Children get on well together and play amicably, making trains of cars. They happily go to the childminder for comfort or reassurance. They feel, and are safe and secure in her home and this helps them to be confident in their play. Children understand and follow established routines, such as handwashing before eating. They behave well, recognising the need to be kind to each other. Children quickly respond to the childminder's request to tidy up. They take turns to push the trucks to each other across the floor and share the cutlery at lunchtime, making sure each child has a knife, fork and spoon. Children know how to keep themselves safe. They make sure they pick up small items from the floor to avoid slips and trips.

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The provision is good

Children enjoy books and benefit from regular trips to the library with the childminder. They like to sit close by the childminder to share the books they have chosen, knowing how to turn the pages. Children make comments about events in the book. They eagerly find resources, such as a sheep, to match the characters. Children take pleasure in feeling the different textures in the book, and this helps their sensory skills.

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need to do better?

n The childminder has formed effective partnerships with parents. Parents say their children settle quickly and enjoy the activities provided. They are particularly pleased with the regular outings. Parents work with the childminder to establish children's starting points and identify where their interests lie. The childminder keeps parents regularly informed about their child's learning and progress. n The childminder observes children as they learn and play. She identifies where there are gaps in learning and plans suitable activities using their interests, to close these gaps. This helps children to make good progress. n Children with special educational needs and/or disabilities are effectively supported. The childminder identifies where there are delays in learning and development. She uses the expertise of external professionals to help children make good progress. n The childminder provides children with a healthy diet. She helps children to

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need to do better?

understand the importance of good dental hygiene. Children comment, that 'Lots of sugar makes your teeth brown.' n Children are encouraged to be independent and to manage their own self-care. They help to lay the table with cutlery and pour their own drinks. Children learn how to use the cutlery efficiently to cut their food. However, occasionally, children are not given the option of making choices or doing things for themselves, such as wiping their own noses.

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need to do better?

16 December 2022 n The childminder provides a range of opportunities to support children's physical development. For instance, she takes the children for walks in the local woods and to the park. Children are helped to develop their social skills, making friends with other children at local toddler groups. n The childminder effectively uses children's interests to engage them in mark- making activities to support early writing. Children demonstrate good levels of concentration as they roll balls and trucks through the paint to create patterns on paper. They observe the changes in colour where the paints mix together. Children experiment with the feel of the paint, making finger and hand prints on their paper. n In all activities, the childminder provides good support for children's speech and language skills. She speaks to them clearly and at their level, to enable children to observe her mouth movements. The childminder helps children to expand

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need to do better?

their vocabulary, such as using adjectives. Older children are encouraged to pronounce initial consonant blends, such as 'bl,' correctly and this helps their early reading skills. However, at times, the childminder does not allow children enough time to formulate their thoughts and express themselves in response to her questions, before she supplies a response. n The childminder regularly reflects on her practice to make improvements. She undertakes regular training to build on her knowledge and skills. The childminder is currently working to develop her outside space to provide more shade and a larger area for children to engage in messy play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has undertaken recent training to ensure her knowledge is up to date. She has secure knowledge of the signs and symptoms that would suggest a child at risk of harm. The childminder is aware of the dangers posed by radicalisation and county lines. She knows the importance of listening to children as they play, as that can often indicate that a child may be in danger. The childminder ensures her premises are safe for children to use. She has clear procedures in place should an allegation be made against her or a member of her family.

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should:

n allow children more time to formulate and express their thoughts in response to questions n expand further the opportunities children have to make choices and do things for themselves.

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Setting details

Unique reference number EY386050 Local authority East Sussex Inspection number 10235268 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 3 Number of children on roll 6 Date of previous inspection 7 March 2017

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Information about this early years setting

The childminder registered in 2008. She lives in Crowborough, East Sussex. The childminder offers care from 7.30am to 5.30pm Monday to Friday, and from 9am to 3pm on Saturday, for 50 weeks of the year. The childminder has a childcare qualification at level 3. She receives funding for the provision of free early years education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the childminder has 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 her evaluation of the setting. n The childminder took the inspector on a learning walk and explained the educational experiences provided for the children. n The inspector observed the childminder interact with the children and discussed the learning that took place. n At appropriate times, the inspector spoke to children and parents and took their views into consideration. n The inspector discussed safeguarding responsibilities with the childminder. n The inspector reviewed documents relating to the suitability of household members, safeguarding and record keeping.

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Inspection activities

16 December 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 December 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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