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

Children feel welcomed and loved in the childminder's home. The childminder and her assistants nurture children to give them a sense of belonging and to support their emerging confidence. The childminder and her assistants are calm, respectful and kind to children. This has a positive impact on the behaviour of children. Children listen well and show an understanding of the rules and boundaries. The childminder and her assistants motivate children to learn through exciting and well- planned activities. Adult-led activities are extended based on children's existing knowledge and current interests. For example, children make a 'muddy puddle' out of a malleable dough. Adults use this to discuss favourite characters from a television programme which inspires children to use their imagination to make up stories.

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The provision is good

Adults praise children for their perseverance. They clap and cheer when children independently manage garden obstacles for the first time. The childminder and her assistants strongly encourage children to do things for themselves. Children demonstrate a clear sense of pride when they have independently put on their own shoes. The childminder and her assistants use gentle encouragement to show children how to blow bubbles. Children jump up and down with delight when they are successful. They excitedly say 'I did it! Look at my bubbles. Wow!'.

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need to do better?

n A key strength of the childminder's provision is the very high levels of nurturing that the childminder and her assistants provide. For example, babies are held and cuddled. They giggle when adults make funny faces for them. Babies reach out to adults to embrace them. Children learn about the names of emotions and adults gently support children to talk about how they are feeling. n The tailored educational programme meets the learning needs of all children. Adults plan activities and next steps based around children's interests. Consequently, children are engaged and motivated to learn for long periods of time. Parents comment that children benefit from a large range of stimulating activities. n Children enjoy daily opportunities for playing outside in the fresh air. They climb, jump and ride on tricycles. Children negotiate obstacles with speed and skill. Babies are supported in walking. They squeal with delight as their bare feet

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need to do better?

touch the grass. Children benefit from learning about healthy foods. The childminder and her assistants use every opportunity to discuss with the children how important fruit and vegetables are. This has a positive influence on the choices that children make, and their enjoyment of healthy foods. n Children enjoy learning during group activities. The arrangements to support children's mathematics are good. Children collaboratively build a train track

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need to do better?

24 May 2024 together. Adults challenge them to make it 'bigger' and 'wider' and to think about the number of bricks they will need. Children carefully count out bricks. Younger children copy older and more capable children. They smile and say, 'I have three!'. n Adults generally support children in their growing vocabulary by providing a commentary while children play. Young children learn words, such as 'squishy' 'wriggly' and 'slither'. However, the childminder and her assistants do not consistently support the correct pronunciation of words. As a result, younger children, particular those children who have speech delay, do not always learn the correct pronunciation of words to support their developing vocabulary. n The childminder and her assistants keep up to date with safeguarding training in line with local procedures. They know what to do if they have concerns about the welfare of a child. Children's safety and well-being is at the heart of

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need to do better?

everything they do. The childminder and her assistants supervise children diligently, inside and outside of the home. Children know that they must sit still while eating. Older children tell younger children 'You can get down and play with me when your mouth has no food in it.' n The childminder has good relationships with other professionals, such as speech and language therapists, who she welcomes into her home. The childminder works closely with parents to provide extensive support and signpost them to external agencies. She supports her assistants to continually improve their skills and knowledge, for example, through training that is targeted to enrich the experiences of individual children.

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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 strengthen the support for children to learn how to pronounce words correctly to support their developing vocabularies.

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Setting details

Unique reference number EY351351 Local authority West Sussex Inspection number 10339338 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 8 Number of children on roll 20 Date of previous inspection 11 July 2018

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Information about this early years setting

The childminder registered in 2007. She lives in the Southwick area of Brighton, East Sussex. The childminder cares for children from 7am to 6pm each weekday, throughout the year. She receives funding to provide free early education for children aged two, three and four years. The childminder employs several assistants who work with her part time.

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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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including how she organises her curriculum. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector talked to children at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n The inspector talked to the childminder's assistants about the level of support

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Inspection activities

and training she provides for them. n The inspector viewed written feedback from several parents and took account of their views.

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Inspection activities

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

24 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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