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

p.1

The provision is good

Children settle quickly into the childminder's provision. All children display secure attachments with the childminder, which helps them to feel safe. The childminder remains highly committed to providing the highest level of care for children. She is a good role model who helps children to quickly develop the awareness and skills to manage their own emotions. Children behave well and work together to find solutions to problems they encounter, under the gentle encouragement of the childminder. Children are starting to recognise the needs of others and this helps them to develop the skills required for their future learning.

p.2

The provision is good

The childminder is ambitious in the learning she plans for children. As such, children are highly engaged and excited learners. For instance, they delight in creating a dinosaur habitat together using a variety of resources. Children enjoy many adventures out in the community to build on their awareness of nature. For example, a recent trip to a wildlife park introduced the children to the unique experience of touching an owl. Children have access to a garden area to explore and experiment making potions with a variety of herbs. They learn about the power of the sun as it charges a small sprinkler in the water table. This helps children to remain inquisitive learners.

p.2

need to do better?

n Children are self-assured and make good progress. The childminder observes their development to help children to reach their fullest potential. She incorporates children's changing likes and fascinations in her planning to help children to remain enthralled in their learning. The childminder is quick to identify any potential gaps which may require additional support or professional expertise. n Children are developing some self-care skills, such as understanding the need to wear sunscreen and a hat in the sun. They enjoy making their own choices in their play and learning, with resources stored at child level to provide easy access. However, the childminder does not consistently embed children's independence during additional learning experiences, to encourage children to have a go at completing tasks by themselves. n The childminder has worked well towards the recommendations from her last inspection. For instance, she effortlessly incorporates mathematical language

p.2

need to do better?

into her discussions with children as they play. Children are also given more time to make their own suggestions and opinions in their learning, which helps them to feel valued. The childminder plans well for professional development opportunities to build on her knowledge and practice, to support children's learning. For instance, she attended a course that helps her to further support children's creativity and imaginative play.

p.2

need to do better?

25 June 2024 n The childminder continuously seeks ways to improve areas of her provision. For example, she has identified that she would like to strengthen further the partnership working with other settings that children attend. This would help to provide a more joined-up approach to children's progress. The childminder helps children to become resilient learners who are confident to try new activities and experiences. n Overall, the childminder supports children's early literacy well. She encourages and supports children to develop a love of stories to build on their memory and recall skills. Children are able to predict the upcoming parts of their favourite book that they remember. However, the childminder is not consistent in how she provides mark-making opportunities that children can independently explore in their play, to build on their hand-eye coordination and early writing skills. n The childminder has strong partnerships with parents and involves them in the

p.2

need to do better?

progress their children make, including how they can support them at home. Parents speak highly of the childminder and the exceptional care she provides. Parents also state that children who have now transitioned to school from the childminder's setting continue to have high levels of confidence. n Children are developing good communication and language skills. The childminder constantly introduces a variety of words and questions that help to build on children's increasing abilities. For example, during a favourite story, children learn about the word 'reflection', and what this means, to build on their understanding. Children are encouraged by the childminder to 'find and use your own words' during discussions with each other. This helps children to feel respected and build higher levels of self-esteem.

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 support children to develop higher levels of independence skills n provide more opportunities for children to mark make in their play and learning.

p.3

Setting details

Unique reference number EY436171 Local authority West Sussex Inspection number 10350866 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 6 Number of children on roll 11 Date of previous inspection 6 September 2018

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Horsham, West Sussex. She provides care all year round, Monday to Thursday from 8am until 5pm. The childminder 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 that into account in her evaluation of the childminder. n The childminder talked to the inspector about her early years curriculum and what she wants her children to learn. n The inspector observed the interaction of the childminder and the children and the impact the teaching has on their learning and development. n The inspector discussed the arrangements for the safeguarding of children and the childminder's reporting procedures. n A range of documentation was sampled, including suitability checks. The inspector spoke directly to parents and has taken their comments into consideration.

p.4

Inspection activities

25 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.

p.4

Inspection activities

25 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6