Childminder in Brighton and Hove

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 fully at ease in the warm and nurturing environment that the childminder and her assistants provide. The childminder offers care for younger children up to approximately two years of age. From here, they transfer to the playschool that the childminder and her co-minder operate. Children learn to be resilient from a very young age. For example, if they accidentally take a tumble, they assess their situation and then pick themselves back up and return to their play. This is a skill that these young children have learned through effective teaching by the childminder and her assistants.

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The provision is good

Children show a keen interest in living things. They look intently at the fish in the tank and excitedly explain how they can see them through the tunnel in the rock. They enquire about the function of the pump and the lights. This demonstrates children's curiosity and enquiring minds. Children concentrate for good periods at story times. They delight in cuddling up to the assistants and listening to them read the story. They join in with pointing out aspects on the pages and show a genuine interest in early literacy. The childminder and her assistants provide a child-led environment and follow children's interests. They work as a team to build and devise the curriculum and incorporate what children need to learn next. They put out resources to ignite children's interest and then support these activities to enhance children's development.

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need to do better?

n The childminder ensures that her setting is continually evolving. She has been making improvements to adapt with the changes in ages of children at the childminding setting. However, the childminder failed to notify Ofsted of a significant event within the required timescale, which is an offence. On this occasion, Ofsted is not taking any further action. n The childminder provides her assistants with time for discussions each day. There is a clear programme of continual professional development, such as through accessing short courses and apprenticeships to gain recognised qualifications. There is effective support for the assistants' well-being, with the childminder working with her assistants and facilitating the right level of help, when needed. n The childminder offers stay-and-play sessions for families to help involve parents fully in their children's learning. There is a highly individualised settling-in

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need to do better?

process that the childminder tailors to each child and family's needs. This helps children to settle quickly and feel safe and secure at the setting. n The childminder has a clear understanding of ensuring that the curriculum is ambitious for all children. This includes children with special educational needs and/or disabilities and those who are learning more than one language.

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need to do better?

9 April 2024 n Children show good levels of communication and language development. They show a great interest in how everyone is, and staff reinforce words using simple sign language. However, staff sometimes use pet names for things and children then use these in their conversations. This does not help them to use the correct pronunciation of words. n There is a clear impact on children's learning from the childminder's and her assistants' effective teaching skills. They understand how to observe and assess children's development and how to plan purposeful play and learning experiences for individual children. This means that children develop the skills they need to move on to the next stage in their development. n Key persons understand children's learning needs, styles, and developing personalities. Assistants know how best to support their key children to help them to develop new skills and abilities and make good developmental progress.

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need to do better?

n Children receive encouragement from the childminder and her assistants to persist at their task. For example, children show increasing skill as they learn to pour water from one vessel to another. The assistant gives gentle words of praise, such as 'good job', and then supports them to try again. n Children learn about celebrations and festivals that are important in other children's lives. For example, the childminder and her assistants planned activities and experiences for children to learn about Ramadan. They even incorporated this into their weekly yoga session. This helps to strengthen children's sense of belonging and enhance their awareness of similarities and differences. n The childminder provides experiences for children away from the home environment. For example, they have weekly visits to the playschool for messy play and to the local care home for the elderly. This enables children to socialise

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need to do better?

with other children and adults, and learn more about their immediate community. n The assistants use effective techniques to manage children's behaviour, which are age and stage appropriate. For example, they give children alternative toys to distract them. This effectively maintains the calm and relaxed atmosphere and helps children to begin to learn to resolve minor conflicts. n Children have plenty of time to play and explore in the garden. The childminder and assistants recognise that some children prefer to be outdoors. Children learn to solve problems. For example, they work out how to use the guttering and tubes to roll balls through a wait for them to emerge at the bottom. n Partnerships with parents are good and the childminder and her team foster these relationships from the outset. This helps to build consistency for children's care and education. Parents comment that 'all the staff are caring and nurturing,

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need to do better?

and the environment is warm and inviting'.

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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 provide children with the correct pronunciation of words to further enhance their language development.

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Setting details

Unique reference number EY347436 Local authority Brighton and Hove Inspection number 10337849 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 18 Number of children on roll 18 Date of previous inspection 15 October 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Portslade, East Sussex. She works with a co-childminder and they employ several assistants, who work part time. The childminder holds a relevant childcare qualification at level 3. She operates her childcare setting throughout the year from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 inspector completed a learning walk together and discussed the early years curriculum. n The inspector carried out a joint observation with the childminder. n The inspector spoke with the childminder and her assistants, and interacted with children. n Parents shared their views of the setting with the inspector. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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Inspection activities

9 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.

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Inspection activities

9 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.

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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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