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 are happy and confident in the care of the dedicated childminder. They feel safe and secure in this home-from-home setting, as they self-select activities from the wide range of resources available to them. Children demonstrate close relationships with the childminder. They cuddle up to her and listen intently as she enthusiastically reads to them. Children are absorbed and interested in their learning. They remain engaged in the story for extended periods and enjoy answering the questions the childminder asks about the different characters in the book. Young children have highly positive attitudes to learning as they excitedly say 'again' when the childminder teaches them nursery rhymes and actions that they want to repeat.

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The provision is good

The childminder implements a meaningful curriculum that draws on children's interests. She uses effective teaching strategies to build on their knowledge and encourage children's language development throughout their play and learning. Children excitedly choose their activities and arrange toy animals, gleefully imitating the noises they might make. The childminder gives young children the opportunity to name the animals first before extending their learning and introducing new words. This helps children to develop their vocabulary.

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need to do better?

n The childminder supports children to develop early mathematical skills. For example, she counts with children as they arrange blocks for their towers and supports them in recognising numbers that are significant to them. Children are inspired by this learning and independently try to name numbers on their puzzles. They try hard and clap to themselves when they correctly identify them. Children are proud of their accomplishments. n Children are wholly involved in their activities and play. They excitedly use their large-muscle skills as they paint and draw. Children are supported by the childminder, who offers them plenty of praise. The childminder builds on children's knowledge as she explains what a ruler is used for. Children develop their early writing skills as they explore drawing different shapes and make comparisons between real-life objects that are similar. Children are engaged in meaningful learning experiences.

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need to do better?

n The childminder understands the importance of supporting children's independence and understanding of personal hygiene, such as handwashing. However, occasionally, she does not encourage children to carry out simple tasks for themselves, such as tidying up toys or picking up items they have dropped. This does not promote children's independence as much as possible. n Parents explain how grateful they are for the high levels of support and communication they receive from the childminder. For example, they access

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need to do better?

15 May 2023 information about their children's activities and learning, such as through a daily diary. Parents also explain that children thoroughly enjoy frequent outings, such as to the park or playgroup. Partnerships with parents are strong. n The childminder strives to provide children with language-rich experiences throughout the day. To do this, she engages children in conversations and models clear language. For instance, she provides children with a range of stories, which she reads to them with excitement. Children remain engaged in the stories and follow the pictures and words. The childminder extends children's attention further by asking simple questions. Children are developing a love of reading. n Overall, children behave well and listen carefully to the childminder. At times, the childminder does not fully explain the reason for certain instructions, such as why they need to sit sensibly on chairs. This does not help children to

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need to do better?

understand the reason why some rules are in place to help them apply this knowledge to their future learning. n The childminder uses ongoing assessment effectively to support her in planning for children's future learning. She has a clear understanding of how to monitor children's progress and identify gaps in their learning. The childminder uses her knowledge to develop next steps for individual children, which she shares with parents. Children are supported in making good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The safety and welfare of children are assured by the childminder. She frequently refreshes her knowledge by attending relevant training, such as child protection and safeguarding training. The childminder has a robust safeguarding policy in place, which she always makes available to parents. She knows clearly how to identify any signs or symptoms that a child may have become victim to different types of abuse. The childminder is clear on the reporting procedures she must follow in this instance. Furthermore, she has a good knowledge of extreme views and behaviours, such as female genital mutilation and radicalisation.

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should:

n provide opportunities for children to develop their independence skills even further n build on how explanations of rules are consistently delivered to children.

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Setting details

Unique reference number 114571 Local authority West Sussex Inspection number 10285318 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 2 Date of previous inspection 2 October 2017

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Information about this early years setting

The childminder registered in 1996 and lives in Shoreham-by-Sea, West Sussex. She operates all year round from 8am to 6pm, Monday to Thursday.

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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 spoke to the inspector about how she organises her early years provision, including her aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 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

15 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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