Childminder in East Sussex

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children make exceptional progress in their learning in this inspiring, nurturing and exceptionally well-organised setting. The childminder aspires for excellence in all areas of her practice. She works relentlessly hard with her co-minder. They continually seek out further improvements to offer every child the highest quality care and learning experiences. Children make rapid progress from their starting points. The childminder accurately and precisely assesses what they can already do and what they need to learn next, when they first start. She plans for this exceptionally well. This helps children to quickly gain the skills, confidence and knowledge they need for starting school.

p.2

The provision is outstanding

Children demonstrate how happy and settled they feel. They look to the childminder and her co-minder for reassurance and comfort when needed. They know they will instantly receive cuddles and physical affection, which helps them feel secure.

p.2

The provision is outstanding

Children form strong friendships. The childminder role models kindness and shows children how to be caring and thoughtful towards others. Children learn from a very young age how to share, take turns and be tolerant. For example, older children remain calm and do not react when younger children move resources they are using during a creative activity. These skills equip children exceptionally well for future learning and for understanding the needs of others.

p.2

need to do better?

n The childminder is highly-experienced. She frequently updates her existing in- depth knowledge and expertise through insightful reflection and rigorous evaluation. She demonstrates this exceptionally well through her enrolment in an approved professional development programme. This has helped her to accurately reflect on the service she provides and identify any further areas for improvement. Parents' and children's views are intrinsically linked into her continuous programme of improvement. She frequently involves them in this process. The childminder constantly welcomes parents' and children's ideas to ensure her provision is tailored exclusively to their individual needs. The childminder supervises the work of her assistants exceptionally well and ensures their knowledge and skills are continually updated. n Teaching is exceptional. The childminder knows all of the children extremely well. She plans an extensive programme of fun, creative and engaging activities

p.2

need to do better?

based on children's interests. For example, the children's current favourite story of 'The Very Hungry Caterpillar' is used outstandingly well to support a range of mathematical and creative learning opportunities. Children thoroughly enjoy recalling the story, naming the foods and making their own caterpillar pictures

p.2

need to do better?

6 March 2024 and models. They use mathematical language skilfully to compare sizes, and confidently count how many shapes they have used to create each caterpillar. n Children's communication skills are exceptionally well-planned for. The childminder frequently monitors each child's language skills and quickly identifies if any further support is needed. She uses her wealth of knowledge and skills gained from training to support children in learning and using new words in their play and general conversations. Children learning English as an additional language are supported exceptionally well. Their home languages are valued and used freely in the daily routine. This helps other children to hear words spoken and used by other children in their families. Children develop a deeper understanding of diversity and they learn to celebrate and respect similarities and differences. n The childminder and her co-minder frequently adapt their service to take

p.2

need to do better?

account of children's changing learning and development needs. For example, after the COVID-19 pandemic, they accurately recognised that children needed additional support in building their emotional resilience, and in the development of their language skills. The childminder and her co-minder have focused on these areas in detail and closely monitored and assessed the impact of this work. Any gaps in children's learning have now closed rapidly. Children now show confidence and emotional security, and communicate fluently. They are exceptionally well-prepared for starting school and their future learning. n The support for vulnerable children, and those who may be more disadvantaged, is exceptional. The childminder makes sure she communicates with parents in detail and works collaboratively with them. She builds strong, trusting relationships with parents, and they value the childminder's work highly. They

p.3

need to do better?

are kept fully informed about their child's progress and have high levels of praise and commendation for the childminder and her co-minder. n The childminder plans an exciting, enriching and exceptionally well-sequenced curriculum of learning. She plans this exclusively around every child's developmental needs, learning styles and preferences. Teaching and learning are skilfully planned and structured so that children develop a strong foundation in an extensive range of skills. This captures children's imagination and encourages them to become active, highly-motivated learners. n Children's safety is given the highest priority. The childminder provides an extensive range of information to help parents recognise potential dangers, including when using digital media. She links this carefully to children's stages of development to create a useful and informative tool for parents' reference. These measures help to reduce dangers and ensure children's safety, both at the

p.3

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

Setting details

Unique reference number EY218304 Local authority East Sussex Inspection number 10317309 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection 21 May 2018

p.4

Information about this early years setting

The childminder registered in 2002. She works with a co-childminder at her co- childminder's home in Hastings, East Sussex. Very occasionally assistants are used to cover any absences. The childminder cares for children from 7.45am to 5.45pm each weekday, for 47 weeks a year. The childminder receives funding to provide free early education for children aged three and four years. She holds a relevant childcare qualification at level 3.

p.4

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 talked to the inspector about how she plans for children's learning and how she monitors the progress they make. n The inspector observed the childminder and her co-minder interacting with children and evaluated the impact this has on children's learning. n Children spoke to the inspector about what they enjoy doing with the childminder. n The inspector checked the areas of the co-minder's home to check it is safe and suitable for children. n Some records and documentation were looked at. This included confirmation of the childminder's training, and information provided for parents.

p.5

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.5

Inspection activities

6 March 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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6