Alison Clarke

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 welcomed warmly to the childminder's inviting home. They settle quickly and excitedly begin to play. Children build strong, meaningful relationships with the childminder as she offers them reassuring cuddles and smiles. Children feel safe and secure. They confidently become engrossed in their imaginative games as they play.

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The provision is good

Children develop a wide ranging vocabulary. The childminder supports this ,as she introduces new words and concepts throughout their activities. For example, while completing puzzles together, the childminder models the different names of the farm animals and vehicles. Children excitedly repeat sounds and words, remaining engaged for extended periods.

p.2

The provision is good

Throughout their learning, children are actively involved and enjoy trying hard. They use their developing independence skills as they carry out daily care routines for themselves. When washing their hands, they clearly know and can say what comes next, for example when it's time to wash off the soap and then dry their hands. Children are proud of their accomplishments as the childminder supports them and offers them lots of praise and encouragement. Children are fully supported in developing positive attitudes to learning.

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need to do better?

n The childminder supports young children in developing their early mathematics skills. She carefully makes use of every opportunity to count and talk about numbers. For example, when playing with toy dolls, the childminder counts the different items of clothing slowly and clearly. Children imitate this and are beginning to have an understanding of numbers and counting. n Children behave well. They understand the instructions given to them, and follow them happily with ease. Young children use single words as they ask politely for drinks or food. The childminder models these manners frequently as she adds new language, for example 'please' and 'thank you'. n Parents share that they are exceptionally happy with the care provided. They appreciate the quality of the food provided for their children and the communication they receive at the end of each day. However, at times, parents are not always clear on what their children are working towards with the

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need to do better?

childminder. As a result, learning cannot be fully supported at home. n The childminder frequently uses opportunities to enhance young children's conversational skills. When playing with toy food, the childminder offers different names for each of the items. She also uses questioning purposefully, encouraging children to identify objects and colours correctly. Children are becoming motivated learners, as they inquisitively begin to seek out challenge.

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need to do better?

15 December 2022 n The childminder encourages children to develop a love of reading. She reads them a variety of books and engages them in nursery rhymes and songs. Young children demonstrate their understanding of early phonics well, as they clearly say the letter sounds which represent different words. Children are building strong literacy skills. n Children participate in a range of activities and visits, which enhance the curriculum well. For example, they visit a local park, where they can count the numbered bird boxes. The childminder then extends this learning further as they fill up bird feeders together and make some of their own to take home. Children are accessing broad and meaningful experiences. n Care routines are carried out with the utmost sensitivity and support. The childminder introduces discussions about using the potty into imaginative games with dolls. Children thrive as they confidently toilet train with enthusiasm and

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need to do better?

success. n The childminder has a good knowledge of how to support children learn and develop. She carefully arranges her resources and outings to follow children's interests to support their everyday learning. The childminder does complete statutory training when necessary. However, she does not actively seek out continuous professional development opportunities to enhance her teaching skills even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear safeguarding policy, which she shares with parents. She knows and understands the correct process she should follow should she ever have a concern that a child may be at risk of harm. The childminder knows the different areas of child abuse and has knowledge of safeguarding training, such as county lines. The childminder is fully aware of ensuring that persons in her household have had their suitability checked. She knows the correct reporting procedure she must follow, should she ever have a concern about an adult working with children.

p.3

should:

n seek out professional development opportunities to strengthen knowledge and enhance teaching even further n enhance how information about children's next steps is shared with parents to help them support their learning at home.

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Setting details

Unique reference number 114323 Local authority West Sussex Inspection number 10263808 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 4 Number of children on roll 4 Date of previous inspection 12 May 2017

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Information about this early years setting

The childminder registered in 1994. She lives in Worthing, West Sussex. The childminder operates Monday to Friday, from 8am to 6pm, all year round. She accepts funding for the free provision of education for children aged two, three and four years.

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 their evaluation of the setting. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 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

15 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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