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 flourish and thrive in the home-from-home setting that the childminder provides. They are happy and content and play cooperatively with their peers.

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The provision is good

The development of children's speech and language skills is supported extremely well by the childminder. She provides a language rich environment and makes the most of every opportunity to talk with children. This enables them to hear words and extend their range of vocabulary. For the youngest children she repeats key words clearly and recognises non-verbal gestures children use to communicate. During play she introduces mathematical language with older children, for instance by encouraging them to compare shape and size. Children are confident communicators and their speech is developing well.

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The provision is good

Children's behaviour is good. The childminder teaches them highly effective strategies to resolve conflicts and allows them the time and space to do so. This helps to develop children's negotiation skills and confidence in social situations. The childminder praises children for having good manners, for example saying 'please' and 'thank you' and helping during snack time. She acts as a positive role model and has a calm approach when talking with children.

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need to do better?

n The childminder communicates well with parents. She gathers information effectively from parents when their children join and arranges settling-in sessions to meet each family's individual needs. As a result, children settle well and are happy to separate from their parents. n The childminder teaches children about diversity and differences well. She skilfully links craft activities based around a story to help children discuss differences and explore their emotions. This provides the opportunity for children to develop their communication skills and consider other people's feelings. n The childminder uses an animated voice to read stories to children. She chooses books that are familiar and of interest to them. As a result, they listen intently and join in with the text, repeating familiar words and finishing sentences. This helps children develop a love of books and reading. n To help children learn about the world around them, the childminder provides

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need to do better?

them with exciting experiences. This includes taking a train ride to the library and visiting the beach. The childminder risk assesses all trips and uses the opportunity to teach children life skills, such as road safety awareness. n The childminder follows children's interests to plan for their learning and provides activities based on their likes and preferences. However, assessments of children's learning and development are not always precise enough to fully extend opportunities for children's learning. For example, at times the next steps

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need to do better?

10 July 2024 the childminder identifies for children are too broad and do not build consistently on children's existing skills, to help them make even better progress. n At collection time, the childminder shares information with parents about daily activities and events, so they are aware of what their child has done. She has positive relationships with parents and they like the trips outside the setting she provides. However, the childminder does not always keep them fully informed about children's development and next steps, to enable parents to support and continue learning at home effectively. n Mealtimes are a sociable occasion where everyone eats together. The childminder always closely monitors children while they are eating to keep them safe. She promotes healthy eating well. She knows children's preferences and encourages them to try new foods to extend their palate. n The childminder ensures children have opportunities to spend time outdoors

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need to do better?

each day to benefit from fresh air and help develop their physical skills. This includes exploring the garden, trips to the park and walking to school. During these moments, the childminder uses the time to teach children about nature and living things. n When children move on to school, the childminder supports children's transitions by sharing relevant information and accompanying them on visits to their school if necessary. This helps children move smoothly through to the next stage of their education. n The childminder reflects on her provision and values opportunities for networking with other childminders for support and to share good practice. She also makes use of links with other childminders to offer children the chance to meet and develop friendships with other children their age. This helps to support the development of children's social and communication skills further.

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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 make more use of assessments to identify precise next steps effectively for children's learning n strengthen the support for parents to help them extend their children's learning at home.

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Setting details

Unique reference number EY476204 Local authority West Sussex Inspection number 10355024 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 6 Number of children on roll 6 Date of previous inspection 14 November 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Hassocks, West Sussex. She cares for children on Tuesday to Friday from 7.30am to 6pm, during term time only. The childminder is in receipt of early education funding for children aged two, three and four years. She has a childcare qualification at level 6 and has attained early years professional status.

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Inspection activities

n This was the first routine inspection the provider 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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

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

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