Childminder in East 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 beam with joy as they explore in this fun and homely environment. Children are confident and engaged throughout the day in a broad range of activities the childminder provides, including planting, dancing and drawing. Younger children demonstrate strong attachments and settle quickly as they snuggle up with the affectionate childminder at the start of the day. Older children seek the childminder and her assistant out to play. For example, they excitedly giggle and hide in the tree house as the childminder's assistant joins them in pretend play.

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The provision is good

Children show enjoyment at being outside in the large and well-resourced garden. They learn about the natural world and animal care as they help to look after the childminder's friendly pets. In addition, they discuss the weather and assess correctly that 'if there are lots of clouds, it might rain'.

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The provision is good

All children, including those with special educational needs and/or disabilities, make good progress from their starting points. The childminder works closely with parents and outside agencies to ensure that children receive the support they need. Children are well prepared for their next stage in their education and school.

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need to do better?

n The childminder provides children with an ambitious curriculum that builds on what they already know and can do. She skilfully follows children's interests and extends their knowledge and learning. For example, when the children find a ladybird in the garden, they spend extended periods of time focusing on a 'ladybird project'. The children discover what 'ladybird' translates to in different languages, such as 'red beetle' and 'lady of the calf'. n The childminder demonstrates a good understanding of how high-quality teaching and interactions enhance children's learning. She holds deep and engaging conversations with older children that encourage them to express their ideas. For example, she introduces new vocabulary and knowledge of the natural world during an activity investigating wild grass. She asks children questions that encourage them to think, such as 'I wonder why it is called that?' and helps

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need to do better?

children to identify grasses such as 'Italian rye' and 'oat grass'. This helps children build on their language, communication and critical thinking skills. n Children develop good gross motor skills as they climb, balance and swing in the garden. For example, they persist when climbing the tree house ladder. Children strengthen their fine motor and hand-to-eye coordination skills. For example, they use scissors during a cutting activity. Generally, the childminder and her assistant support children's physical development well. However, on occasion they do tasks for children rather than providing opportunities for children to

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need to do better?

24 July 2024 develop these physical independence skills themselves. This prevents children from extending their independence and building on their self-care skills even further. n Children behave well and have good manners. They show friendly and helpful behaviour towards each other. For example, older children show younger children how to build 'mud castles' in the planting area and demonstrate how to hold scissors safely while cutting. Children listen and respond to boundaries as they are reminded by the childminder to 'be gentle pushing friends on the swing'. n The childminder communicates well with parents. Parents comment that their children have settled with ease, due to the childminder's 'caring approach' and 'homely environment'. Parents report that their children have particularly developed in confidence and language development. In addition, the childminder shares ideas for home learning with parents, such as tips that have helped their

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need to do better?

child with toilet training. n The childminder is reflective and aware of the importance of professional development. She is a member of a childminder network group and keeps herself up to date with early years developments, which has a positive impact on the children. For example, recently she has reviewed her book selection to represent a broader range of cultural diversity. However, the childminder has not fully developed the support for her assistant to develop his skills and his knowledge of child development even further, to address minor inconsistencies in practice. n The childminder supports children's healthy lifestyles. Children enjoy home- cooked food and healthy snacks together at mealtimes. Children develop their knowledge of food groups, as the childminder explains the difference between 'gala' and 'honeydew' melon. The childminder shares with children how making healthy choices will benefit their bodies. For example, she explains to children

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need to do better?

why it is important to wash their hands before eating and explains: 'We should drink lots of water to stay hydrated, as it is very warm today.'

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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 first.

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should:

n strengthen support for all children to consistently extend their self-care and physical independence skills n extend support for assistants to make use of professional development opportunities to develop their practice further.

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Setting details

Unique reference number EY537195 Local authority East Sussex Inspection number 10350965 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 22 Number of children on roll 22 Date of previous inspection 20 September 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Polegate, East Sussex. The childminder has a relevant qualification at level 6. She offers care from 7.30am to 5pm on Tuesday to Friday, all year round. The childminder receives funding 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the early years foundation stage curriculum. 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 took account of the views of parents. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke with the inspector about what they enjoy doing with the childminder.

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Inspection activities

24 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

24 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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