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 clearly settled and show they enjoy their time with the childminder and her co-childminder. They readily approach the childminder for cuddles and comfort, which are warmly given. The childminder is a calm and positive role model for children. She helps them to develop good manners and to play cooperatively. Children know the high expectations the childminder has for them. They respect what she says and respond positively to requests and instructions, such as to tidy away construction materials outdoors. Children's behaviour is good.

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The provision is good

Children show they feel safe and secure in the childminder's care. They benefit from being in the care of a childminder who knows how to support their emotional security. The childminder offers children warm praise and encouragement. This helps to raise their self-esteem and sense of well-being.

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The provision is good

The childminder provides children with a safe and stimulating learning environment. They benefit from having plenty of time to play and learn outdoors. Children demonstrate they enjoy being physically active. They climb and balance confidently, and run and splash through rainy wet surfaces. Children make good progress in their learning. They develop skills to prepare them for the next stage in their education.

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need to do better?

n The childminder is proactive in seeking out further development and training opportunities. She readily shares this new knowledge with her co-childminder. The childminder and her co-childminder have planned their own nature-based curriculum for children. This helps them to identify the skills they want to teach children to develop, including when they move to school. n The childminder knows the children she cares for well. She knows how they like to learn, as well as their interests. The childminder uses this knowledge to plan activities that engage children in their learning. Children enjoy making birthday cakes, for example, using herbs and spices. They are active and curious learners. n Children benefit from good support to understand mathematical concepts. For instance, the childminder encourages children to look at sizes. She helps them understand the difference between tiny and bigger, for example, as they look at

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need to do better?

seeds. Children listen carefully to what the childminder says and use mathematical language as they chat together. n The childminder helps children learn about the wider world. For instance, they benefit from regularly visiting the childminder's allotment. Children learn where food comes from and how to grow fruit and vegetables from seed. They chat to the childminder about what they like to eat. Children learn about healthy

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need to do better?

29 February 2024 lifestyles. n The childminder helps children to make links about what they explore. For instance, children peel off the outer layers of onions. The childminder supports children to understand the onions are the same as those they are currently growing at the allotment. This helps children to build on what they already know. n Children enjoy playing food shops. They make marks on shopping lists, count vegetables and pretend to make smoothies. The childminder generally supports children's learning well as they play. On occasions, however, she does not allow children time to think and respond to questions. This does not fully support them to develop their thinking skills. n The childminder uses many words with children to support their developing communication skills. She teaches them the names of gardening tools, for example, showing them what the tools look like. However, at times, the childminder does not ensure children understand new words that she uses, to

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need to do better?

help extend their knowledge and vocabulary further. n Children learn about the importance of good hygiene. They understand they need clean hands, for example, before they can eat their lunch. Children follow simple instructions and eagerly wash their hands. n The childminder and her co-childminder develop effective communication systems with parents. They build positive partnerships with other early years settings that children attend. This ensures high levels of consistency for children's care and learning. n Parents comment they receive 'lovely updates throughout the day' so they are 'always in the loop'. They report that, in the care of the dedicated childminder and her co-childminder, their children are thriving.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n allow children more time to think and respond during conversations to develop their thinking and language skills further n strengthen the strategies in place to build on children's vocabulary and help them to learn new words.

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Setting details

Unique reference number EY474287 Local authority West Sussex Inspection number 10308455 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 5 March 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Rustington, West Sussex. The childminder provides care from 8am to 5pm, Monday to Thursday, throughout the year. She receives funding to provide free early education for children aged two, three and four years. The childminder works with a co-childminder.

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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 this into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable for children. n The inspector talked to the childminder, her co-childminder and children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request, including evidence of suitability of household members. n Parents shared their views of the setting with the inspector.

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Inspection activities

29 February 2024 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

29 February 2024 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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