Claire Louise Flynn

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 happy, safe and secure in the childminder's home. Relationships between the children and the childminder are friendly and amicable. Children learn to share and take turns. For example, they take turns to mix the ingredients to make the modelling dough. Children understand and follow established routines. They voluntarily begin to put the toys in the right boxes before they wash their hands for snack time. Children regularly give each other a hug and seek comfort from the childminder. They behave well. Where there are minor disagreements, the childminder gently reminds them to be kind to each other. Children learn to understand boundaries, such as not climbing or jumping on the sofa. They have great fun singing and playing the musical instruments. They select a picture and know the associated song. Children learn how to make loud and quiet sounds with the different instruments. They are fascinated that the drum can be very loud, but

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The provision is good

can also make a soft sound. Children are engaged in their learning and have positive attitudes. For instance, they follow instructions to find the right colours and shapes of bricks to make animals and vehicles from construction blocks.

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need to do better?

n The childminder observes children and monitors their progress. She uses their interests to plan suitable activities to address gaps in learning. This helps children to make good progress. For example, children were interested in the baby dolls. They demonstrated an understanding of the needs of others as they fed the baby dolls and put them to bed, making sure they were warm. n The childminder has formed good partnerships with parents. Parents work with the childminder at the outset to establish children's starting points. They value the regular communication about the activities their children have been engaged in and what they have achieved. However, the childminder does not keep parents fully informed about their child's next steps and how they can support learning at home. n The childminder reflects on her practice. She is keen to expand her knowledge about different aspects of children with special educational needs and/or

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need to do better?

disabilities. The childminder has plans to re-organise her outside space and to purchase additional resources to support children's understanding of dental hygiene. n Where there is shared care with another setting, the childminder makes contact and shares information to promote a consistency of care and learning. She works with other local childminders to share ideas and good practice. n The childminder develops children's communication and language effectively, overall. She speaks to them very clearly and repeats words and phrases back to them, to support accurate pronunciation. The childminder questions children skilfully to encourage detailed responses. However, at times, she doesn't give

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need to do better?

4 January 2023 the children time to answer before she asks another question, to help further extend their communication and thinking skills. n The childminder encourages children to be independent. Children bring their snacks and lunches from home. They practise opening their lunchboxes and packages. Children peel their own oranges and bananas. This helps to prepare them for the next stage of their education. n Children have wide ranging opportunities to develop their physical skills. Outside in the garden, they can use the slide and ride-on toys. The childminder takes them for walks to the park and to the woods, where they enjoy climbing and exploring the natural environment in the fresh air. n The childminder provides activities to help to strengthen children's fingers, to support their early writing skills. For example, they use the modelling dough they have made to roll, shape and cut. n The childminder uses National Braille day to introduce different sensory

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need to do better?

experiences for children. She uses the opportunity to extend their vocabulary to describe the different textures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training sessions to ensure her knowledge of all aspects of safeguarding is up to date. She can identify when a child is at risk of harm. The childminder knows who she should inform if she has a concern about a child's safety or welfare. She has a good understanding of the procedure to follow should an allegation be made against her or a member of her family. The childminder checks her premises every day to ensure they are safe for children to use.

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should:

n allow children time to respond to questions before supplying an answer, to help support their thinking skills n provide parents with more information about the next steps for their children and how they can support learning at home.

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Setting details

Unique reference number EY473313 Local authority East Sussex Inspection number 10228872 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 6 February 2017

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Information about this early years setting

The childminder registered in 2013 and lives in Eastbourne, East Sussex. She provides care on Monday, Tuesday, Wednesday, Thursday and Friday, from 8am to 6pm, for most of the year. The childminder holds a childcare qualification at level 3. She is eligible to receive funding for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the nursery 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 her evaluation of the childminder. n The childminder explained to the inspector her learning intentions for the educational experiences on offer. n The inspector observed the interactions of the childminder with the children. n At suitable times, the inspector spoke to parents, to children and to the childminder, and took their views into consideration. n The inspector discussed with the childminder her understanding of her safeguarding responsibilities.

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Inspection activities

4 January 2023 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

4 January 2023 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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