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

p.1

The provision is good

Children are warmly welcomed by the nurturing childminder into this home-from- home environment. They arrive happy and eager to start their day, quickly exploring the exciting activities on offer. Children have a close bond with the childminder. They seek her out for play, comfort and praise.

p.2

The provision is good

The childminder adapts each day so that children's individual needs are effectively met. For example, the childminder is responsive. She recognises signs from younger children that indicate they are hungry, as well as listening to older children who tell her so. This consistent and responsive care enables children to have a close and trusting relationship with the childminder.

p.2

The provision is good

Children love to be active. They access the garden freely throughout the day and enjoy exploring the natural world around them. They have ample opportunities to be physical as they run, explore ride-on toys and use water pistols to hit targets. Children explore harmoniously together as they take turns and work with each other to achieve shared goals, giggling in delight as they do so. They also benefit from extensive local outings and educational trips into the local community. This provides opportunities to promote children's physical development, help them become a positive part of the community, and develop their social skills.

p.2

need to do better?

n The childminder has a child-centred approach, enabling children's uniqueness to be valued and prioritised. She confidently plans children's next steps. She has a good knowledge of all children, knowing what they can already do and what they need to learn next. This enables children to reach their full potential through carefully considered learning opportunities. n The childminder provides a broad and well-balanced curriculum that covers the seven areas of learning. She considers the different ages of children, adapting activities so they can all take part. Furthermore, she incorporates children's individual learning styles alongside their interests when planning activities and experiences. As a result, children are enthusiastic and cannot wait to independently delve into activities. n Children's language and communication skills are of high importance to the childminder. She successfully narrates children's play, models language and

p.2

need to do better?

introduces new words such as 'crescent' and 'patterns'. The childminder holds meaningful back-and-forth conversations with children. She poses thought- provoking questions, giving children opportunities to extend their learning. However, in her enthusiasm during activities, she does not always recognise when children need more time to respond to questions. As a result, children do not always have the time they need to process what they have heard, think

p.2

need to do better?

6 September 2023 about their responses and to respond. n Children are supported to develop a love of books. They excitedly bring them to the childminder, who reads with exuberance, bringing the stories to life. Children are captivated and listen intently. The childminder supports younger children to turn the pages and older children to join in with familiar phrases or sounds from the story. This promotes children's early literacy skills. n The childminder supports children to gain independence. For example, when children want more water to extend their water play, she encourages them to fill various containers from the water butt. They relish the opportunity to independently operate the tap and persist when they do not first succeed. The childminder provides encouragement and gentle instructions. Children excitedly comment, 'I've done it,' and are eager to share their achievement. This promotes children's personal, social and emotional development, increasing their

p.2

need to do better?

self-confidence. n Overall, children are taught how to keep themselves safe. They learn about road safety while on walks. The childminder teaches them about good hygiene and the importance of limiting the spread of germs. Older children do not have access to online materials while in the care of the childminder. However, the childminder does not have regular arrangements in place to support children and parents to develop their knowledge of online safety and how to manage risks while using the internet at other times. n The childminder meets with other childminders regularly so children can experience play with other children, widening their social networks. The childminder demonstrates a good understanding of partnership working with other professionals. For example, she is confident in the process of seeking additional support for children who may need more support with speech and language or have special educational needs and/or disabilities.

p.3

need to do better?

n The childminder prides herself in working in partnership with parents. She talks to them regularly about their children's individual learning. In addition, she sends them daily photos that parents particularly value. Parents report that their children are making incredible progress and praise the quality of care and education provided.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of how to safeguard children. She can confidently identify potential signs of harm from a wide range of safeguarding contexts, including radicalisation and non-mobile baby bruising protocol. She knows who to report any concerns to if she is worried for a child's safety. She also knows the procedure to follow in the event of an allegation being made about herself or a member of her family. The childminder supervises children effectively, including during mealtimes. She ensures her home is safe for children and has effective risk assessments to keep children safe in the home as well as on outings.

p.3

should:

n provide children with more time to answer and respond to questions to further develop their thinking and speaking skills n strengthen arrangements to teach children and parents about how to keep themselves safe online.

p.4

Setting details

Unique reference number EY495245 Local authority West Sussex Inspection number 10305404 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 20 February 2018

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Crawley, West Sussex. She operates Monday to Thursday, 8am to 5.30pm, throughout the year. The childminder also cares for older children outside of school hours. She holds an appropriate qualification in home-based childcare. The childminder receives funding for the provision of free early education for children aged two, three and four years.

p.5

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 The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector carried out a joint observation during a planned activity. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the provision with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.6

Inspection activities

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.

p.6

Inspection activities

6 September 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7