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 enjoy spending time outdoors. The childminder optimises this opportunity to develop children's physical skills. For example, she teaches children to ride scooters and balance bikes competently to help develop their gross motor skills and coordination. The youngest children have space to practise their fundamental movement skills to gain balance and learn to walk. As a result, children move well and are physically active. The childminder has high expectations for children's behaviour and teaches them to be kind to their friends. She encourages older children to be patient with younger children and share their toys. As a result, children are kind to their peers and help each other.

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The provision is good

Children are developing good independence skills. For example, the childminder asks children to put on their own coat and shoes. She encourages them to keep trying, providing plenty of time to finish the task. This helps children persevere and be successful. Children relish listening to stories. They snuggle with the childminder on the sofa and remain engaged until the end of the book. The childminder asks children simple questions about the story and older children predict what will happen next. As a result, children are developing a love of books.

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need to do better?

n The childminder effectively evaluates her practice and identifies areas for professional development. For example, she has completed an allergy course to provide her with a greater understanding of allergies and intolerances that can affect children's health. This enhances her knowledge of the subject and helps to keep children safe. n The childminder knows the children well and has formed good bonds with them. For example, when they join her setting, she meets with parents and gathers information to ensure she can meet their individual needs. The childminder offers settling-in sessions to help children become familiar with her provision. This helps ensure children are happy and settle well. n Children learn to manage risk well. For example, the childminder teaches children how to climb independently and safely access the slide. Children are proud of their achievements and enthusiastically demonstrate their skills. This

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need to do better?

helps to boost their confidence and self-esteem. n Generally, the childminder supports children's communication skills well. For example, she repeats key words clearly to help develop children's speech. However, children do not consistently benefit from hearing a broad and rich vocabulary to extend their language skills further. For example, at times, the childminder does not recognise opportunities to introduce new and varied words during children's play. n Children listen and follow routines well. For example, the childminder plays

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need to do better?

17 July 2024 familiar music and the children swiftly help to put their toys away. They laugh and dance happily as they complete the task, showing they are willing to help and take on responsibilities. n The childminder effectively plays alongside children and demonstrates how to use toys. For example, she shows the youngest children how to move trains along the track to teach them a new skill. As a result, children copy actions and develop their understanding further. n The childminder liaises with schools and other settings that children attend, to support their transitions. For example, she welcomes teachers into her setting to meet the children who will be joining their class. This supports children to move smoothly on to the next stage of their education. n Children enjoy creative activities. For example, they enthusiastically use resources made available to make marks and create pictures. The childminder

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need to do better?

includes all children in the activity. However, at times, the childminder does not successfully adapt activities for different age groups, and the youngest children become distracted and lose interest. This means they do not always fully benefit from the learning experience. n The childminder has enjoyable procedures in place to support children's health and hygiene routines. For example, children sing a familiar song while they wash their hands to remind them which colour hand towel to use. This helps children to learn to take care of their personal needs. n The childminder values networking with other childminders for support and sharing good practice. She recognises the benefits of children having the opportunity to meet other children and make new friends. Subsequently, children develop their 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 strengthen opportunities for children to learn new vocabulary and develop their language skills further n enhance planning and adapt activities to ensure that all children benefit fully from the learning experience.

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Setting details

Unique reference number EY443248 Local authority West Sussex Inspection number 10351073 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 8 Date of previous inspection 3 October 2018

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Information about this early years setting

The childminder registered in 2011. She lives in Ashington, Pulborough, West Sussex. The childminder operates Monday to Friday, from 7am to 6pm, term time only. The childminder is in receipt of funded early 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 childminder and has taken that into account in their evaluation of the childminder. 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

17 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

17 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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