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 flourish in the care of the attentive childminder. She is a calm, quiet and positive role model for children. They learn good social skills, such as positive manners, and behave well. Children show they feel safe in the childminder's care. They snuggle in to listen to stories and clearly show they enjoy her company. Their emotional well-being is supported effectively.

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The provision is good

Children are confident. They ask questions, for example, and for help when they need it. Children tell visitors to the setting what they have been learning and who they play with at the childminder's house. They keep on trying with difficult tasks, such as to put on their waterproof trousers before going outdoors to play. Children demonstrate they have a 'can-do' attitude.

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The provision is good

The childminder has high expectations for children. They listen to what she says and swiftly follow instructions. The childminder ensures children have plenty of support, praise and encouragement in all that they do. This supports their growing sense of self-esteem.

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The provision is good

Children play cooperatively and are capable communicators. They learn to share and take turns as they play. Children learn a good range of skills to support them to move on to the next stage in their education.

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need to do better?

n The experienced childminder and her co-childminder have developed their own nature-based curriculum for children. They have clear ideas and plans for the skills they want children to learn as they play. The childminder understands the importance of supporting children's emotional well-being before children are ready to learn. n Children benefit from taking part in a wide range of activities and experiences to support their learning. They are curious and motivated to learn. The childminder provides a well-thought-out learning environment that stimulates children to play and explore. n The childminder places a strong focus on supporting children's communication skills. She shares stories, sings songs and uses signs and gestures to help children understand spoken words. The childminder helps children hear words correctly, such as by gently rephrasing 'geen' to 'green.' Children have good support to develop into confident communicators.

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need to do better?

n The childminder adapts her teaching to meet individual children's needs. For instance, older children are supported to point and count objects. Younger children are encouraged to point at objects one at a time. This helps all children learn at their own pace.

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need to do better?

29 February 2024 n The childminder helps children to understand and make links to what they already know. She supports children to know the cat in the story is a pet cat like children have at home. Children benefit from plenty of time to explore books with the childminder, chatting about what they know. n The childminder plans activities to support children's learning. For example, children enjoy cutting up fruit to make a fruit salad. They confidently use a knife and juicer, listening carefully to instructions. However, occasionally, the childminder does not recognise when to build on children's learning. At times, she does not fully support children's thinking and understanding of what is being taught. n The childminder understands the need for children to be physically active. She plans plenty of opportunities for children to play energetically. The childminder supports parents to supply healthy meals and snacks for their children. They are

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need to do better?

supported to develop an active and healthy lifestyle. n Children generally have good support to develop their independence. For example, the childminder encourages them to dress themselves ready for outdoor play. However, at times, this is not fully effective. The childminder, on occasion, completes simple tasks rather then supporting children to try themselves. n The childminder and her co-childminder offer children many opportunities to go on outings. Children regularly visit the beach and allotment, for example, and walk to local shops. They learn life skills, such as weighing and paying for fruit and vegetables at the greengrocer. Children benefit from seeing different people and different places. This supports their understanding of the wider world. n The childminder builds effective partnerships with parents and other early years settings that children attend. This supports good levels of continuity for

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need to do better?

children's care and leaning. Parents comment very favourably about the nurturing care their children receive from the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n strengthen skills in recognising when to build on children's interests and extend their thinking and learning further n provide more encouragement for children to attempt tasks for themselves to develop their independence and self-care skills further.

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Setting details

Unique reference number EY398225 Local authority West Sussex Inspection number 10327749 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 2 May 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Rustington, West Sussex. The childminder provides care from 8am to 5pm, Monday to Thursday, throughout the year. She provides funded early education for children aged two, three and four years. The childminder has a degree in early years education. She 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 showed the inspector the premises and discussed how they ensure it is safe and suitable for children. 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 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

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

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