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

The childminder provides a welcoming environment where children are content and play happily. She has high expectations for children's behaviour and models good manners. Children routinely say 'please' and 'thank you' and are very kind to each other. They enjoy helping their friends during activities and celebrate success. For example, children work together to complete a puzzle. They clap and cheer when they successfully join pieces together.

p.2

The provision is good

The childminder has formed good bonds with the children and knows them well. She follows their interests and identifies what children need to learn to help them make progress. Children are currently learning about numbers and shapes. They spontaneously count objects during play and show an understanding of amounts and values. For example, during a craft activity, children recognise they have three pink squares and hold up three fingers. During play, the childminder introduces mathematical language, such as 'biggest' and 'smallest'. This helps children develop an understanding of simple mathematical concepts.

p.2

The provision is good

Children are developing good speech and language skills. The childminder speaks clearly and repeats words children say. She gives children time to reply to questions and introduces new words, such as 'scorpion' and 'centipede', to extend their vocabulary.

p.2

need to do better?

n Parents give positive comments regarding the care the childminder provides. They describe her as 'kind', 'gentle' and 'trustworthy', and are happy with their children's progress. n The childminder evaluates her practice regularly and updates her professional skills. For example, following a course with a focus on improving learning outcomes through play, she now takes the time to observe role-play games. The childminder then adds resources, such as pasta or fruit items to extend play further. n The childminder provides enrichment activities, such as trips to the library, toddler groups and soft play. This provides the opportunity for children to play in larger groups and develop their social skills. n Children walk to the park for outdoor activities and exercise. They enjoy playing on equipment to support large-muscle development, balance and coordination. The childminder encourages children to tackle challenges independently and

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need to do better?

keep trying. For example, with encouragement, children find the confidence to use the slide without help. Subsequently, children learn to persevere which boosts their self-esteem. n Children relish looking for bugs with magnifying glasses. They enjoy learning

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need to do better?

5 May 2023 about the world around them and show care for living things. The childminder encourages children to be curious and develop their thinking skills. For example, when children find ants, they say 'The ants are coming out of the ground, maybe they want water'. The childminder asks open-ended questions to extend their learning further. n The childminder promotes healthy eating and provides healthy foods for snack time. Children drink water and learn about dental hygiene and how to keep their teeth clean. n Children are learning to be independent. The childminder gives them ample time to complete tasks. For example, they put their coat and shoes on with ease, checking they are on the right feet. Children learn to wash their hands after playing outside and before eating. This helps them master skills they will need at school. n Children enjoy listening to stories and help turn pages of the book. The

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need to do better?

childminder speaks with animation to keep children focused and engaged. The children concentrate well and enthusiastically finish familiar sentences. This encourages children to foster a love of books. n The childminder teaches children about different cultures and faiths by learning about festivals and important events. For example, children make date pancakes and samosas to learn about Eid and decorate crowns with jewels to mark the King's Coronation. This helps children to learn about people and communities. n The childminder shares the care of some children with a pre-school and often children transfer to local schools. However, she has not considered how to share information and develop links with these providers. This does not fully promote continuity in care and learning and the best outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder confidently knows the signs that would indicate a child could be at risk of harm or abuse. She has procedures in place to record and report her concerns appropriately to protect children and keep them safe. The childminder completes a risk assessment to ensure her home, equipment and outings are safe for children. For example, on trips outside the setting she takes a first-aid kit, emergency numbers, water and phone. The childminder collects information about children's allergies and intolerances. She puts care plans in place to ensure that children eat the correct food.

p.3

should:

n share information with other settings children attend to support the continuity of learning and transitions.

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Setting details

Unique reference number EY486127 Local authority West Sussex Inspection number 10264866 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 28 June 2017

p.4

Information about this early years setting

The childminder registered in 2015. She lives in Burgess Hill, West Sussex. The childminder provides care for children between 7am and 6pm each weekday, all year round. She receives funding for the provision of early education for children aged three and four years old.

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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 setting. n The childminder showed the inspector the premises and discussed how they ensure those are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

5 May 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

5 May 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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