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 are calm and happy in the setting. They respond with enthusiasm to the childminder's instructions and interactions. For example, children of different ages speak and giggle as they explore the activities. Children are confident to express their wants and needs. When they become frustrated or distressed, they are swiftly supported to calm down and work out a solution. For example, when a child accidently pushes a small table against another child, the childminder intervenes and encourages the child to pause and move the table back. Consistent support of this kind has a positive effect on children's personal, social and emotional development.

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The provision is good

Children are gently encouraged to follow the expectations of the childminder. For example, small dustpans and brushes are supplied to prompt the children to tidy up after a messy activity. Children's independence skills are encouraged in preparation for snack. They eagerly go to wash their hands without prompting when 'snack time' is mentioned. Their independence skills are further encouraged by the use of a stool that is placed at the sink to enable them to wash their hands themselves.

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The provision is good

Children benefit from meaningful learning across all areas of learning. They are encouraged to develop skills across several different areas in each activity. For example, a garage and cars are provided to enable the children to build small muscles, share and put two words together.

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need to do better?

n The childminder is able to confidently judge where the children are in their development and how she intends to help them with the next steps in their development. She skilfully uses the children's interests as a guide to the activities she plans, as well as secure knowledge of the skills they need to learn next. For example, she supports a child through a messy-play activity to build small-muscle skills and increase their vocabulary. n Children's language skills are supported and encouraged at every opportunity. Throughout learning experiences and care routines, the childminder is calmly focused on their speech and language. The childminder crouches down to the children's level, shows interest in what they are saying and mimics the noises and babbling they make. She further extends their language by adding new words and phrases. This has a positive effect on children's confidence to express more and increases their vocabulary.

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need to do better?

n The childminder is warm and nurturing with the children in her care. She has high expectations of their behaviour and how they interact with each other. The childminder gently interacts with the children as she guides them through their day. This supports the children to engage in positive behaviour and,

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need to do better?

21 February 2023 consequently, they are beginning to manage their own feelings. Her interactions at times of conflict help them to understand how their actions have an impact on others. n The childminder provides children with special educational needs and/or disabilities with good support to ensure that their development needs are met successfully. She gets to know their strengths as well as areas of difficulties and adapts her activities to make sure these are developed. This has a positive effect on children who are able to reach their best outcomes. n The childminder is dedicated to improving her knowledge of child development and her own practice. She accesses training to keep up to date. For example, she has completed training to support her understanding of safeguarding issues and referral systems. However, she does not always make best use of the information gained to enhance her implementation of activities. Therefore,

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need to do better?

although teaching is strong overall, children do not benefit from the new approaches and ideas that the childminder has explored. n Parents speak highly of the childminder. They report that they feel informed of where their child is in their development. They speak of their children having a good bond with the childminder and how she supports them very well, for example when their child struggles with separating at drop off. n The childminder shows that she understands the importance of speaking to other professionals about the children she cares for. For example, she communicates with health visitors and speech and language therapists to ensure that strategies are shared to support the children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has clear procedures in place for recording and reporting any concerns to the appropriate professionals. She understands the procedures to follow and who to contact should she have any concerns about a child's welfare. The childminder undertakes regular safeguarding training with the local authority to enable her to carry out her roles and responsibilities. She has secure knowledge of indicators of abuse, including specific safeguarding issues such as preventing radicalisation. Resources within her home are well maintained and clean. The childminder completes regular checks of her home and garden to identify and minimise any risks to children's safety.

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should:

n make better use of information gained through training to further enhance the planning and implementation of activities.

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Setting details

Unique reference number 510368 Local authority East Sussex Inspection number 10263817 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 6 Date of previous inspection 12 May 2017

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Information about this early years setting

The childminder registered in 1998. She lives in Uckfield, East Sussex. The childminder offers care from Monday to Friday, throughout the year.

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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 childminder and has taken that into account in their evaluation of the childminder. n Parents shared their views on the childminder with the inspector. n The childminder showed the inspector the premises and discussed her arrangements to keep children safe. n The inspector observed interactions between the childminder and children and considered the impact on learning. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector discussed the childminder's intentions for children's learning.

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Inspection activities

21 February 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

21 February 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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