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 thrive during their time with the childminder who is extremely caring and responsive to their needs. The childminder provides a variety of stimulating activities which are based on children's interests. This helps to keep children engaged and motivated to learn. Children develop secure attachments with the childminder. They demonstrate this as they hold out their arms for a cuddle. They laugh and squeal as the childminder tickles and plays a game with them. The childminder is encouraging and kind. She gently supports children to be independent by encouraging them to tidy away toys and to put on their own shoes. Children learn how to hold and use a knife correctly when cutting fruit. The childminder praises children for their perseverance which helps raise their self- esteem.

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The provision is good

The childminder is effective in supporting children to learn the routines and understand the boundaries. Children behave extremely well and the childminder models respectful language and kindness. Consequently, children treat one another with compassion and care. They demonstrate well-developed social skills as the childminder supports them to share resources and take turns. Children develop positive attitudes to their learning. For example, they run to an activity which the childminder has prepared for them. They listen and respond well to instructions and are eager to be involved.

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need to do better?

n The childminder creates a curriculum that captures children's curiosity and prepares them for the next stage in their learning. She makes effective use of assessments to plan what children need to learn next. All children make good progress from their starting points. n The childminder demonstrates a passion for her role and works well with her co- childminder. She presents information clearly and provides a language-rich environment with books and rhymes. However, the childminder does not consistently give children enough time to process and think about the question being asked before asking another question. As a result, some children do not always have the opportunity to share their thoughts and ideas. n Children learn about healthy lifestyles in a variety of ways. The childminder ensures that children have an understanding of what foods are good for them and what foods are unhealthy. Children eagerly tell the inspector that 'too much

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need to do better?

sugar is bad for your teeth'. The childminder encourages them to recall their own experiences at the dentist. Children have lots of opportunity for fresh air and exercise. They visit local parks and skilfully negotiate their tricycles and toy cars around the garden. n The childminder and co-childminder provide opportunities for children to learn

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need to do better?

10 July 2024 about the local community. For example, children enjoy trips to parks and the local shops. They have the opportunity to observe the awe and wonder of the natural world, such as learning about life-cycles and watching caterpillars emerge into butterflies. The childminder and co-childminder then use experiences such as these to plan activities for children based on children's existing knowledge, interests and stage of development. n Communication with parents and carers is effective. The childminder and co- childminder give daily feedback about children's routines and development. They have established good working relationships with other professionals, such as teachers. This ensures a consistent approach to help children become ready for the next stage in their education. n The childminder has ensured that all mandatory training is up-to-date, including safeguarding and paediatric first-aid. Children are supported to take manageable

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need to do better?

risks in their play. The childminder teaches children that they must always sit when eating to reduce the risk of choking. n The childminder occasionally encourages children to persevere in group activities that they have become disinterested in. While older children are engaged effectively, some younger children are not. Consequently, their learning does not always develop as much as possible. n The childminder successfully uses sensory play to foster children's learning. For example, children are encouraged to touch the foam made by soap and explore its properties. This helps to motivate older children to describe the texture and sensations they are experiencing. Younger children babble with delight as they realise that they can change the shape of the foam as they squeeze it between their fingers.

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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 improve teaching to make sure children consistently have sufficient time to process information and to share their own thoughts and ideas n ensure that expectations are appropriate for the ages and stages of all children when planning group actives.

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Setting details

Unique reference number EY546781 Local authority West Sussex Inspection number 10354832 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 10 Number of children on roll 10 Date of previous inspection 7 November 2018

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Information about this early years setting

The childminder registered in 2017 and works at the home of another childminder in Crawley, West Sussex. The childminder works from 8am to 6pm, on Monday to Friday, all year round. Funding is accepted for the provision of free early years education for children aged two, three and four years.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector spoke to children to find out about their time at the setting. n The inspector took account of parents' views of the setting. n The childminder provided the inspector with documentation as required. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector, in the presence of the co-childminder, discussed how the curriculum has been implemented and the impact that this has had on children's learning.

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Inspection activities

10 July 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

10 July 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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