Dominick, Sarah

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

Children demonstrate they feel safe and secure in the care of the childminder and her assistant. The childminder provides a warm and welcoming home-from-home setting where children are happy to play and learn. She asks children what they would like to do, encouraging them to make choices. Children are confident to make decisions, and they show they are capable individuals who enjoy their time with the childminder.

p.2

The provision is good

Children behave well. They benefit from a childminder and her assistant who are positive role models, such as by using good manners. Children show they understand the high expectations that the childminder has for them. For instance, children tell others that when the sand timer has finished, it will be time to tidy up before lunch. Children listen attentively to each other, the childminder and her assistant. They show positive attitudes to all they do.

p.2

The provision is good

Children play together cooperatively. The childminder and her assistant model words for children to use, such as how to take turns and how to ask to share resources. Children benefit from plenty of warm praise and encouragement from the childminder and her assistant. Children's emotional well-being is supported effectively.

p.2

need to do better?

n The childminder has a clear understanding of how children learn and the skills she wants to teach children. She plans a curriculum that is designed to help children succeed. Children develop the skills they need to move on to the next stage in their education. n The childminder and her assistant provide children with an environment that supports their learning. They know what children like to do and use their interests to plan activities that engage them in their learning. Children are motivated to learn as they play. n Children benefit from long periods of uninterrupted time to play and explore. For instance, they discover what floats and sinks in water and construct with sand, building 'big mounds.' The childminder and her assistant skilfully add in teaching, challenging and extending what children already know and can do. This helps all children to develop well in all areas of their learning. n The childminder and her assistant help children to make links to what they know

p.2

need to do better?

already. For instance, when exploring the water tray, children discuss the water wheel that they play with. The assistant helps children to remember the big water wheel that they see at the museum they visit. Children take part in lively conversations. They show that the enrichment activities and experiences the childminder provides are meaningful.

p.2

need to do better?

24 May 2024 n Children benefit from hearing lots of words as they play. For instance, the childminder adds in the names of objects and words to describe what they are playing with. Older children are confident and articulate communicators. However, the childminder and her assistant have not considered how best to support younger children's developing communication. At times, they are not encouraged to make sounds clearly to enhance their language development. n The childminder and her assistant generally encourage children to develop their personal care skills. For instance, after changing nappies, the childminder asks children to try and pull up their own trousers. This supports children to move on to toilet training. However, at times, the childminder and her assistant complete tasks for younger children that they are ready to try and master themselves. This hinders their independence. n The childminder has effective arrangements in place to promote children's

p.2

need to do better?

understanding of the world. Children benefit from many interesting and enjoyable experiences, such as regular outings into the local community. They see different people and places. This supports them to understand the world in which they are growing up. n The childminder and her assistant build effective partnerships with parents. This helps to ensure high levels of continuity for children's care and learning. Parents report that clear communication by the childminder helps them to feel reassured about leaving their children in her care. n The childminder is proactive about finding out new ideas and strategies to support children in her care. She attends regular training to keep her knowledge current. The childminder ensures that her assistant is kept up to date by communicating effectively to share her skills.

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:

n enhance opportunities for younger children to respond positively during interactions to further support their language development n provide more consistent opportunities for children to develop their personal care skills.

p.3

Setting details

Unique reference number EY234354 Local authority West Sussex Inspection number 10339228 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 15 Date of previous inspection 5 July 2018

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Barnham, West Sussex. She operates all year round, from 7am to 5.30pm, Monday to Friday. The childminder holds a relevant qualification at level 3 and works with a registered assistant. She provides funded early education for two-, three- and four-year-old children.

p.4

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 this into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact this has had on children's learning. n The inspector talked to the childminder, her assistant and the children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request, including evidence of suitability of household members. n Parents shared their views of the setting with the inspector.

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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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