Lee Welter, Karen Patricia

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

p.1

The provision is good

The childminder works with an assistant, who is her daughter. Children are happy and settled in their care. They are confident in this home-from-home environment and demonstrate a strong sense of belonging. For example, children move freely between the play spaces. Younger children happily play alongside older children, who invite them to join in with their games. The childminder and her assistant encourage children to share their ideas and thoughts with each other. Older children engage in conversation about a recent visit to the local farm and ask each other what their favourite animal was.

p.2

The provision is good

The childminder's dog is very much a part of the children's day, who they enjoy taking care of. For example, children take turns to give the dog a biscuit after snack time, and the childminder reminds them how to do this safely. The childminder and her assistant create a language-rich environment that supports children's awareness of their own feelings and of others. For example, children show curiosity when they find a woodlouse, and the childminder's assistant talks to children about how small it is and how big they are. Children discuss the feelings of the woodlouse, including how scared it must feel, and decide on a safe hiding place for it.

p.2

need to do better?

n The childminder and her assistant's first-aid qualifications had expired prior to the inspection. The childminder has taken steps to address this. Both the childminder and her assistant have completed the first stage of first-aid training and are booked to complete the final part shortly. The childminder and her assistant continue to demonstrate a good knowledge of how they would respond to a first-aid situation. This helps to minimise the impact on children's safety and well-being. n The childminder and her assistant routinely discuss the needs of the children and how they can support their learning further. They access online resources to support their practice. The childminder's assistant feels supported in her role and understands her responsibilities. However, the arrangements for monitoring professional development and training are not fully embedded so that training courses are completed in a timely manner and certificates do not go out of date.

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need to do better?

n The childminder plans her curriculum following the children's interests and organises activities well to support their learning. For instance, a seed-planting activity was well resourced, and each step was clearly explained to children in a way they understood. In addition, the childminder gives children time to practise newly learned skills, such as pouring water from a watering can and using their pincer grip to pick up small seeds for planting. n Children are eager and motivated to learn. They show positive attitudes towards

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need to do better?

14 May 2024 learning and persevere for long periods of time at activities. For example, older children concentrate as they draw pictures of animals and dinosaurs. The childminder shows the children's drawings to other children and celebrates their achievements. This helps children to feel valued and appreciate others. n The childminder and her assistant encourage children to independently manage their self-care needs. For instance, older children go to the toilet and wash their hands together. They remind each other to rub the soap in between their fingers and to use their specific towel to dry their hands. Younger children can wipe their own faces after mealtimes. n The childminder naturally encourages children to develop their physical skills during daily tasks, such as preparing their own snacks. They cut up the fruit they choose and spoon yoghurt into individual bowls. The childminder asks children to count the pieces of fruit and work out if they have equal amounts.

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need to do better?

This helps support their mathematical development. n Parents report they are happy with the care their children receive. The childminder keeps parents up to date on how their children are progressing. Parents report they know what activities their children have been involved in. One parent stated their child is 'happy and confident' with the childminder and her assistant. n The childminder engages children in meaningful conversations. For example, the childminder asks children questions to help them recall past experiences. Children laugh as they remember a recent visit to the local woodland and how muddy it was. Children from a young age engage in back-and-forth interactions with the childminder and her assistant. This helps support children's early language development.

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

Due date

obtain and maintain full and relevant paediatric first-aid training in line with statutory requirements. 28/05/2024

p.3

should:

14 May 2024 n strengthen the procedures in place for monitoring training and coaching opportunities, including mandatory training, to support ongoing professional development.

p.3

Setting details

Unique reference number EY428959 Local authority East Sussex Inspection number 10335039 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 12 Number of children on roll 6 Date of previous inspection 1 June 2018

p.5

Information about this early years setting

The childminder registered in 2011 and lives in East Hoathly, East Sussex. She operates all year round, from 7.30am to 6pm. The childminder works with an assistant, who has a 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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder n The inspector sampled written feedback from parents. n The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of their views.

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Inspection activities

14 May 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

14 May 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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