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 Good

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The provision is good

The childminder and her co-childminder provide a warm and happy environment for children. Children are very familiar with the routines. For instance, they happily put away their belongings. They place their photo on the self-registration board. This helps children to feel safe and have a sense of belonging.

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The provision is good

Children behave well. They are kind and considerate to their friends. For example, older children cuddle their friends when they need reassurance. The childminder is a good role model and supports children to share and take turns. She recognises children's kindness and praises them for their positive behaviour. This helps children to develop good social skills and friendships.

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The provision is good

The childminder's curriculum for communication and language is a strength. She engages children in regular conversations. The childminder provides activities to support children's understanding of letters and sounds. She skilfully thinks of different ways to enhance their learning. For example, they visit the zoo and link letters to animals they see. Younger children enjoy listening to a range of environmental sounds. They hear new words, such as 'hoof' and 'farrier'. This helps children to become effective communicators.

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need to do better?

n The childminder works effectively alongside her co-childminder. They support each other extremely well. They share ideas to develop the effectiveness of their setting. For example, they regularly seek the views of parents through written questionnaires. This helps to promote continuous improvements. n The childminder uses assessments effectively to identify children's stages of development. For example, she monitors children's communication skills particularly closely to make sure that she identifies any gaps. The childminder has a good understanding of other professionals who support children with special educational needs and/or disabilities. This helps all children to make good progress. n The childminder takes children on a wide range of outings. For example, they visit the local farm, parks and toddler groups. Children take pleasure in looking back on photos with their friends. They recall and discuss trips and activities that

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need to do better?

they enjoy. This helps to broaden children's experiences and supports them to learn about their local community. n The childminder teaches children the importance of healthy lifestyles. Children enjoy a range of freshly prepared snacks and meals. The childminder ensures that children follow good hygiene routines. For example, she reminds even the youngest of children to clean their faces after eating. Older children practise self- care skills as they independently wash their hands before eating.

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need to do better?

16 May 2024 n The childminder uses questions to encourage children to think, solve problems and count. For example, during snack time, children help to count the number of children present. The childminder encourages children to use their fingers to represent numbers and quantity. This helps to develop children's positive attitudes, confidence and interests in mathematics. n The childminder has a varied curriculum. She uses her teaching background to support children in developing the knowledge and skills they need for school. However, the curriculum for younger children does not yet provide the same level of ambition. For example, at times, some activities are pitched too high. This means that younger children do not always engage as well as the older children. n The childminder provides lots of opportunities for children to read books and listen to familiar stories. For example, she chooses a book for each term that she

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need to do better?

reads with children every day. Children enjoy choosing their own books and turn the pages carefully. The childminder uses books to reinforce the teaching of letters and sounds. This develops children's early reading skills and promotes a love of books. n The childminder has good relationships with parents. She ensures that there is a good exchange of information through verbal handovers. The childminder provides parents with photos of their children and home learning ideas. This helps parents to understand their children's learning and development. Parents speak very highly of the childminder. They say that they are very happy with her flexibility and settling-in process. This helps children to build strong relationships from the start.

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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 adapt the curriculum more precisely for younger children to help them fully benefit from the learning experiences provided.

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Setting details

Unique reference number EY538678 Local authority West Sussex Inspection number 10337129 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 28 Date of previous inspection 31 October 2018

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Information about this early years setting

The childminder registered with Ofsted in 2016 and lives in in Westergate, West Sussex. She operates from 7.30am to 5.30pm, Monday to Thursday, term time only. Funded early education is provided for two-, three- and four-year-old children. The childminder works with a co-childminder.

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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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The inspector carried out joint observations of group activities with the childminder.

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Inspection activities

16 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

16 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

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

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