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

Children feel happy and safe in the childminder's care. For example, before they start, they benefit from settling-in sessions where they get to know the childminder. This helps them become familiar with her and the home-from-home environment that she provides. Children beam with delight when they enter the childminder's home and confidently separate from parents and carers. Children behave very well and have lovely manners. They say 'please' and 'thank you' to the childminder. The childminder models kindness and respect, and as a result, children respond to these positive influences. They are calm and respectful towards the childminder. Children listen intently to the childminder. They are very good at following instructions, for example when they eagerly wash their own hands and get ready for snack time.

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The provision is good

Children persevere during activities. For example, they concentrate when fixing wooden tracks together. When a final piece is challenging, they confidently say, 'I can do it.' Children demonstrate a high level of self-esteem as they take pride in their achievements. They benefit from a broad range of activities that the childminder carefully plans for them. For instance, they develop their gross motor skills as the childminder gently encourages them to run in the garden. Children use the fine muscles in their hands as they use scoops and jugs when playing with water.

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need to do better?

n Children enjoy their time with the childminder. They develop strong bonds and secure attachments with her. The childminder considers how to support children's emotional health at all times. For example, she listens and reassures children when they become tired or upset. This helps them to regulate their own behaviours and emotions. n A key strength of the childminder's service is the emphasis that she places on building children's communication and language skills. The childminder takes every opportunity to support children's understanding. She plays with children and encourages them to describe what they are doing and ask questions. For example, when young children cuddle up with a book, the childminder skilfully interacts so that children respond with words such as 'engine' and 'different'. Together, they learn what new words mean to support children's understanding and vocabulary. n Partnerships with parents are very strong. Parents comment on how they

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need to do better?

appreciate the effort that the childminder makes in getting to know their children. They mention that their children cannot wait to arrive and are reluctant to leave at the end of the day. Parents are grateful for the ideas given to support children's learning at home and for the variety of outings that are

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need to do better?

27 January 2023 provided. They mention that communication between the childminder and themselves 'couldn't be better'. n The childminder provides plenty of opportunities for physical play. Children enjoy playing in the garden, on cars and in large boxes. Children are given healthy snacks and home-cooked meals that are provided by the childminder. Snack and mealtimes are social occasions, and the childminder uses these times to listen to the children. n The childminder plans frequent outings in the local community. Children visit libraries, museums, playgroups and parks. They learn about Chinese New Year and about different places around the world. This helps children to build an awareness of the wider community and the world around them. n The childminder takes every opportunity to extend children's learning. She determines children's existing knowledge and interests and uses this information to plan activities. For instance, children who have an interest in vehicles are

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need to do better?

encouraged to push cars through paint to make tracks. They learn that mixing the paint changes the colour. 'I have made green!' they excitedly exclaim. n The childminder provides a narrative as children play. She weaves in mathematical concepts so that children gain an understanding of 'more' and 'less' when engaged in a water-play activity. Children then go on to use this language in their self-directed play. However, there are occasions when the childminder asks questions very quickly and does not give children enough time to respond with their own answer. As a result, children do not always get to contribute with their own thoughts and ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to protect children. She undertakes regular safeguarding training to help to ensure that her knowledge is current and secure. The childminder is able to identify signs and symptoms of abuse, including those of extreme views or behaviours. She is familiar with local safeguarding partnership procedures should she have a concern about children's welfare. The childminder's home is risk assessed so that she reduces hazards. She vigilantly supervises children at all times.

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should:

n develop teaching skills in order to give children more time to think and respond when questions are asked.

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Setting details

Unique reference number EY385498 Local authority East Sussex Inspection number 10228481 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 6 Number of children on roll 10 Date of previous inspection 7 February 2017

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Information about this early years setting

The childminder registered in 2009. She lives in Kingston, East Sussex. The childminder offers care from 8am to 6pm, Monday to Friday, all year round. She holds qualified teacher status.

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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 provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n Children told the inspector about what they like to do when they are at the childminder's home. n The inspector carried out a joint observation of a craft activity with the childminder. n The inspector took into account the verbal and written views of parents.

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Inspection activities

27 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

27 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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