Dacosta, Annette Maria

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 flourish in the care of the attentive childminder. They show confidence as they engage in playing games with their friends. The childminder encourages children to share and take turns. She models this well as she joins in with their play. The childminder is very responsive to helping children to manage their emotions. For example, children practise different facial expressions in mirrors. They readily talk about how they are feeling. Children have an extremely close bond with the childminder. They seek her out for play, praise and comfort. This supports children's sense of belonging and helps them to behave well.

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The provision is good

The childminder plans a curriculum that builds on what children already know and can do. She provides activities to support children to problem-solve and learn new skills. For example, children show determination as they try hard to fit puzzle pieces together. The childminder provides opportunities to repeat prior learning. This allows children time to practise what they have learned.

p.2

The provision is good

Children have fun playing together in the childminders garden. They learn to take care of the world around them. For example, they check on the strawberries they have been growing in the garden. The childminder explains the different stages strawberries go through before they are ripe enough to eat. When children find a snail, they are keen to ensure the snail is safe.

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need to do better?

n The experienced childminder is passionate about providing high-quality care and education for children. She accesses online training and webinars to continually improve her professional development. In addition, she ensures that mandatory training is up to date such as, paediatric first aid and child protection. n The childminder helps children to recognise how to keep themselves safe. She teaches children about potential hazards and what they can do to prevent injury. Children listen and follow the childminder's instructions. This helps children to understand how to manage risks for themselves. n The childminder collects essential information from parents to identify children's starting points. She uses this information to create a curriculum that supports children's individual needs. For instance, she recognises when children might need support with their speech and language development. However, at times,

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need to do better?

she does not consistently consider children's interests in their self-chosen play to extend on their learning even further. Nevertheless, children make good progress. n The childminder is respectful of children in her care. She asks permission to wipe their nose or change their nappies. The childminder is very flexible in the daily routine. For example, she recognises when children are engaged in their play

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need to do better?

18 June 2024 and delays moving on to lunch time until they are ready. This ensures children's play is not interrupted and helps children to feel valued. n Children are developing a love of books. They enjoy reading familiar stories as they cosy up with the childminder. Story times are interactive and children use puppets to help tell the story of 'The Tiger Who Came to Tea'. The childminder pauses at points in the book, allowing children to finish familiar phrases. This helps to support children's communication and language skills. n The childminder provides children with lots of opportunities to develop their mathematical skills. She uses activities to engage the children in counting, recognising numbers and colours. For example, children recognise the colour blue and count beyond 10. This helps to develop children's positive attitudes, confidence and interests in mathematics. n Overall, the childminder supports children to be healthy. She provides them with

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need to do better?

opportunities to be physically active. For instance, children delight in running around the garden and climbing on soft play. Children take part in activities to teach them about good oral health. However, at times, the childminder does not consistently remind children to wash their hands before meals. This does not fully support their understanding of the importance of good hygiene practices. n Partnership with parents is good. Parents write that they are happy with the individual care their children receive. The childminder keeps parents up to date with their children's progress through daily conversations and photos. This helps to support children's continued learning at home. Parents comment on the wonderful experiences their children have, such as trips out in the local community.

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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.

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should:

n strengthen teaching during activities, to build more effectively on children's interests and extend their learning and development n embed the consistency of good hygiene to support children's understanding of healthy lifestyles.

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Setting details

Unique reference number 148872 Local authority Brighton and Hove Inspection number 10339186 Type of provision Childminder

p.4

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 0 Date of previous inspection 4 July 2018

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Information about this early years setting

The childminder registered in 2001 and lives in Brighton, East Sussex. She operates all year round from 8am to 5.30pm. The childminder provides funded early education for two, three and four-year-old children. The childminder holds a level 6, Professional Studies in Learning and Development.

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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 year provision, including the aims and rationale for their EYFS curriculum. n The inspector spoke to the childminder at suitable times about the leadership and management of the setting. n The inspector viewed parents written views of the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

18 June 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

18 June 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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