Childminder in East 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

The childminder has created an inclusive, homely environment where she welcomes children to explore the space and resources freely. She focuses on building children's curiosity and imagination through play. She provides many different resources, encourages children to be creative in their play and guides their learning in the direction they choose.

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The provision is good

Children demonstrate they are comfortable and feel safe in the childminder's care. The childminder is calm and reassuring in her approach, and children readily go to her for cuddles. Children are beginning to form friendships with each other. The childminder supports this by encouraging group play and turn taking. She regularly reminds them about being kind to their friends and treating them with respect. When children argue, they are quick to say sorry with a hug and return to play again.

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The provision is good

The childminder knows all the children well and provides activities that they enjoy and engage with for long periods. She extends activities to support children to gain a deeper understanding of their learning. As younger children sleep, older ones exclaim in awe as they use coloured shapes to discover how colours change when they are put together. The childminder uses open-ended questions and allows the children plenty of time to think for themselves and have their own ideas. She is skilful at adapting her teaching to follow the direction of play the children choose. Children show they are learning to become independent, confident and to have a love of learning.

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need to do better?

n The childminder has a wealth of experience and knowledge of child development. She understands that every child is unique and that they will all have a different style of learning. She is good at identifying what children need to learn next and thinking carefully about how this can be achieved. n The childminder uses good teaching skills to build on what children already know and can do. She provides realistic challenges and adapts resources to meet the individual needs of all children. For example, older children learn to balance on a wobble board. Younger children use it to practise following the instruction 'ready, steady, go' and rolling a ball down it. As children develop their self-confidence, they excitedly practise their new skills. n Children are immersed in a language-rich environment. The childminder ensures she speaks slowly and clearly. She gives clear instructions and good demonstrations for children to copy and learn. She regularly repeats words for

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need to do better?

children to support the correct pronunciation and introduces new language throughout their play. Children often ask for stories and the childminder regularly

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need to do better?

11 March 2024 reads and sings with the children to support their communication and language skills. n Children are focused and engaged in their play. They spend a long time concentrating on the same activity as the childminder supports them to adapt it and learn different skills. Children show great enjoyment as they stack magnets to build towers. When they ask for help, the childminder encourages them to keep trying. They beam with pride as they persevere and pull the magnets apart and build by themselves. n The childminder is good at teaching children about risks and how to keep themselves safe. Children remind each other of the importance of washing their hands and to keep their feet out of the way of the wobble board. The childminder reminds them to sit properly when eating, and children know to put their own tissues in the bin. Children show they clearly know the rules and boundaries and why they are there.

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need to do better?

n The childminder takes children on trips in the local community and the wider area. Children excitedly talk about going to the playpark and visiting the dinosaur park and the farm. This provides children with regular fresh air, exercise and a greater understating of the world around them. n The childminder makes use of some professional development opportunities. She is currently working towards her curiosity approach accreditation. She is already implementing some of this practice to further enhance what she can offer the children. However, the childminder does not fully consider the specific needs of the children in her care when seeking out professional development opportunities. This leads to her not consistently providing teaching to precisely close the gaps in some children's learning.

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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.

p.3

should:

n focus professional development on enhancing teaching skills further to best enable all children's specific learning needs to be met.

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Setting details

Unique reference number EY251826 Local authority East Sussex Inspection number 10317200 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 12 Date of previous inspection 1 May 2018

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Information about this early years setting

The childminder registered in 2003. She lives in Eastbourne, in East Sussex. She cares for children each weekday, for 48 weeks of the year. The childminder operates from 8am to 5.30pm. She receives funding for the provision of free early education for children aged two, three and four years. She holds a relevant childcare qualification at level 3.

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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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the interactions between the childminder and children and considered the impact on learning. n Children spoke to the inspector about what they enjoy doing while with the childminder.

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Inspection activities

11 March 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

11 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.

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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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