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 Not applicable

p.1

The provision is good

Children thoroughly enjoy their time spent with this childminder. They are excited to explore the stimulating environment she provides. The childminder knows children very well and provides personalised care and learning for each child. This means their individual needs are fully understood and well planned for. The childminder understands the importance of developing nurturing relationships with children. In turn, children seek her out for play experiences, praise and comfort when needed. The childminder is responsive to children's needs and wants. For instance, she provides flexibility in the daily routines as she notices children's cues that they are feeling hungry. This supports children's emotional well-being and helps them to feel valued.

p.2

The provision is good

The childminder prides herself on bringing children's learning to life. She provides a range of real-life experiences. For example, she takes children on trips to the local farm. They explore the different animals, smells and textures in this new environment. Children are eager to talk about their own experiences as they excitedly recall animals they saw and smells they remember from this trip. The childminder skilfully extends this experience. For instance, she creates imaginative play spaces, using pretend farms and animals. The childminder further enhances this play by adding real photos taken during their earlier trips. Children delight in recognising their favourite animals, themselves, and friends in the photos. These learning opportunities immerse children in new experiences, continually building on their newly learned knowledge. This supports children to make important connections in their learning.

p.2

need to do better?

n The childminder provides an ambitious and well-balanced curriculum that incorporates the seven areas of learning. She carefully intertwines children's individual interests, alongside consideration for their ongoing development, into planned activities and play experiences. The childminder confidently plans children's next steps. She knows what skills children have learned and what she wants to teach them next and why. This enables all children, including those with special educational needs and/or disabilities (SEND) to make good progress. n Communication and language are given high priority. Children benefit from positive interactions. The childminder skilfully narrates their play, introducing new words and their meanings. This broadens children's vocabulary. The childminder seeks additional support for children with speech and language delay. She incorporates strategies given by other professionals into daily practice

p.2

need to do better?

to support these children consistently. However, on occasions, the childminder does not always recognise when children need time to process new information, or to consider her questions. Consequently, children do not always have time to

p.2

need to do better?

2 April 2024 fully develop their own thought processes or respond with their own ideas. Despite this, overall all children make good progress in their communication and language skills. n Children's behaviour is good. The childminder has high expectations of children's behaviour. She role models these expectations positively and applies a calm and consistent approach. The childminder gives additional support to children who at times struggle to understand their own emotions. As a result, children are kind to each other, and are well supported to resolve any minor conflicts that may arise. This supports children's personal, social and emotional development well. n Children have numerous opportunities to develop their independence. They confidently vocalise when they are feeling hungry, and eagerly help set up the table in preparation for mealtimes. The childminder provides children opportunities to self-select their own toys and use their imagination to create

p.2

need to do better?

their own play. For instance, children pretend various scooters and trikes are their cars. They delight as they take turns to fix their cars in their pretend garage. The childminder is a positive role model, she gives children praise and positive encouragement. This is reflective in children's behaviour. They are resilient and persist when they find something challenging. In addition, children thoughtfully encourage their friends to keep trying and celebrate with them when they achieve. The nurturing support given by the childminder means children are well prepared for future success. n Children have ample opportunities to develop their physical skills. They enjoy the outdoors, running, scooting, and balancing as they develop their core muscle skills. The childminder provides opportunities for children to develop their hand eye coordination and increase dexterity in their hands. For instance, children

p.3

need to do better?

enjoy pushing, squeezing, and squashing play dough. This helps children to develop their small hand muscles and prepares them for early writing. n The childminder has a secure understanding of the importance of working in partnership with parents and other settings that children may attend. She works collaboratively with a range of other professionals, ensuring children with SEND, as well as their families, are well supported. Parents speak highly of the childminder. They report their children have made significant progress since starting with her, including parents of children with SEND. Parents particularly value the vast array of educational trips the childminder takes children on, introducing them to the world around them.

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

should:

2 April 2024 n strengthen skills in recognising when children need more time to explore and develop ideas for themselves, to further extend their thinking skills.

p.3

Setting details

Unique reference number 2651450 Local authority West Sussex Inspection number 10332903 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 11 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in October 2021. She lives in Worthing, West Sussex. The childminder providers care all year round, Monday to Friday 8am to 5.30pm. She holds a relevant level 3 early years qualification. The childminder is eligible to provide free early education for two-, three- and four-year-old children.

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 rational for their curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language.¿ n Parents shared their views of the childminder with the inspector.

p.5

Inspection activities

2 April 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.

p.5

Inspection activities

2 April 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.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