Childminder in West 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 safe and secure in the childminder's home. They smile and welcome the inspector and invite her to sit down. Children have secure emotional attachments with the childminder, who is nurturing and kind. Children eagerly select activities. They lead their own play and invite the childminder to join in. For example, children use their imagination as they make pizza. They tell the inspector, 'It's just pretending, so don't eat it.' Children persevere during activities. They concentrate when attempting to 'hook a duck', using a fishing rod. The childminder praises them for trying so hard and they squeal with delight when they are successful, demonstrating pride in their achievements.

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The provision is good

Children behave very well. The childminder has clear boundaries, which the children respect. For example, children know that they must always use kind words and be polite. They understand that they must share toys with their friends and ask nicely when they want something. Children enjoy the large variety of exciting activities that are planned for them. They regularly cook and take a trip to the shops to source ingredients. The childminder uses these opportunities to cover areas of the curriculum in an enjoyable and memorable way.

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need to do better?

n Partnership with parents is strong. The childminder works alongside parents to help children make progress. For example, the childminder supports toilet training and speech development. Parents describe the childminder as 'attentive' and 'caring' and say that children's well-being is at the heart of everything she does. They comment that she helps children to achieve their milestones, ready for the next stage of their learning. n Children have access to a range of learning opportunities outside the childminder's home. They visit the beach and go to the shops. Children meet up with other children and childminders on a regular basis, which helps them to develop their social skills. Consequently, children learn about the wider community. n Children progress well from their starting points. The childminder gathers information about children's interests. This helps the children to be enthusiastic learners who engage in their play. The childminder fully understands how to

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need to do better?

ensure that all children, including children with special educational needs and disabilities, have access to an enjoyable learning programme. n Children's physical health is well supported. They have plenty of opportunities for fresh air and outside play, which helps to develop their muscles as they run, balance and climb. Children use small tools during craft activities, which supports their small-muscle skills in preparation for the next stage in their learning. The childminder talks to children about the importance of healthy

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need to do better?

25 April 2023 eating and shares ideas with parents on how to provide nutritious lunches. n The childminder has a sound understanding of how to stimulate children's interests during activities. For instance, children are keen to take part in a planting activity and learn new words, such as 'scoop' and 'squelch', as they add water to soil. However, children are not always given precise information about what they are doing and why. Consequently, not all children make the best progress during these planned activities. n The childminder supports children to become independent and manage their own needs. Children wash and dry their hands after using the toilet. They put on their shoes when getting ready to go outside and help to tidy away the toys that they have been playing with. This helps children to develop some of the skills they need for their transition on to school or nursery. n During activities, the childminder interacts skilfully with the children. She gives

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need to do better?

children ample time to respond when asking questions. She provides plenty of praise and encouragement for children to try things for themselves. This helps to keep children motivated and supports their self-esteem and confidence. n The childminder helps children to understand mathematical concepts. They discuss shapes and talk about numbers during their play. When shovelling soil into a container, children use language such as 'more' and 'less'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of her responsibilities to safeguard children. She knows the signs and symptoms that may suggest a child is at risk of harm or neglect. The childminder understands the procedures to follow if she has concerns about a child's safety or welfare. She is aware of the signs that might indicate a child is at risk of being exposed to extreme views and behaviours and knows the actions to take if an allegation is made against her or a family member. The childminder carries out daily checks to ensure that her home and garden are safe for children to play and learn in.

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should:

n strengthen teaching skills to focus more precisely on planned learning intentions to help children make the best possible rates of progress.

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Setting details

Unique reference number EY489366 Local authority West Sussex Inspection number 10280401 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 4 Number of children on roll 10 Date of previous inspection 25 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in East Preston, West Sussex. She operates all year round from 7.30am to 6pm, Tuesday to Thursday, except for family holidays.

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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 setting. n The childminder discussed how she implements the early years curriculum and the impact this has on children's learning. n Children spoke to, and played with, the inspector during the inspection. The inspector gathered children's views of the setting. n Parents' views of the childminder's quality of care and education were obtained through written feedback. n The inspector observed the interactions between the childminder and the children. n The inspector looked at a range of documents, including the childminder's paediatric first-aid certificate and evidence of the suitability of family members.

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Inspection activities

25 April 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

25 April 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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