Childminder in Brighton and Hove

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

The childminder builds warm, caring relationships with the children she looks after, which helps them feel very safe and secure. Children are comfortable and feel at home in the setting. They know they can rely on the childminder, and any assistants she works with, for comfort and support when they need it.

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The provision is good

Children enjoy a broad and varied range of experiences. The childminder makes particularly good use of the local area, including the beach, woodland, and open spaces to inspire children to explore, investigate and learn about the world. She focuses on helping children gain the skills and knowledge they need for their next stage of learning and starting school. For example, children learn to confidently help themselves to resources, put on their own shoes for outdoor play and operate the water dispenser when they would like a drink. The childminder adapts activities and routines successfully to cater for each child's unique needs, so that everyone makes the progress they are capable of. She considers the use of any additional funding carefully to make sure it benefits the children who receive it. For instance, children enjoy sitting quietly in the new dark den when they need some time on their own.

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The provision is good

The childminder offers children a calm, safe environment, where they learn to manage their emotions and express how they feel. When they arrive, they are eager to find their name and place it on the 'emotions chart' to show how they are feeling today. The childminder has clear expectations for children's behaviour. She is a strong role model and shows them how to treat each other with care and respect.

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need to do better?

n The childminder is strongly motivated to provide a high-quality setting for children and their families. She reflects on what she does and makes good use of professional development opportunities to continually improve her skills. She makes sure any assistants fully understand their role and responsibilities so that they successfully build strong relationships with children and support their learning well. n Children are eager to take part in the activities the childminder plans for them. She takes account of each child's individual interests and the next steps for their learning when she organises the day. This helps her build on children's learning according to their needs. For example, she supports older children to extend their mathematical skills as they match the number of scoops of sand they need to the correct numeral. At the same activity, she helps build younger children's confidence to choose resources and decide what pattern to make in the sand.

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need to do better?

n The arrangements to monitor children's progress are effective. The childminder

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need to do better?

13 August 2024 observes children and is quick to notice any areas where they may benefit from more support. She works tirelessly to ensure any children with special educational needs and/or disabilities receive the help they need swiftly. She values each child as a unique individual and makes sure everyone is fully included in the experiences she provides. n Communication and language skills are prioritised by the childminder. She encourages lively conversations throughout the day. Children use the new words they learn during activities, such as 'cinnamon' and 'smooth', as they make cakes with the sand. Children become confident communicators with good vocabularies and are eager to express their views. They develop a love of books and enjoy cuddling up with the childminder or an assistant to listen to stories. n The childminder plans carefully to help prepare children for life in modern Britain. She encourages children to share their lives and backgrounds so that

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need to do better?

everyone learns to value diversity. Children especially enjoy sharing traditional food that their friends eat at home, such as a tasty bread. They find out about how their friends celebrate different festivals and enjoy outings, such as a trip to the shops to buy Chinese food. n Partnerships with parents are very positive and they are extremely happy with the care and support the childminder provides. This includes social opportunities for families, such as end of term events and a summer camping trip. The childminder works closely with parents to meet children's individual needs and keeps them well informed about their progress. However, she has not fully developed strategies to support parents to continue their child's learning at home, to promote an even more consistent approach. n Behaviour is good and children have positive attitudes to learning. The childminder helps them to resolve any disagreements with their friends and

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need to do better?

develop the skills they need to find solutions for themselves. Children understand they need to wait their turn at the water tray, and they negotiate with each other to agree the colour chalk they would like to use on the board. They quickly learn the rules of the setting and get along together well.

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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 the arrangements for helping all parents support and extend their child's learning at home.

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Setting details

Unique reference number EY539253 Local authority Brighton and Hove Inspection number 10351281 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 24 Date of previous inspection 19 October 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Portslade, Brighton and Hove. The childminder works Monday to Friday between 8am and 6pm all year round and employs a part-time assistant. She receives funding to provide early education for children aged two, three and four years. The childminder holds a relevant qualification at level 3.

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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 their early years provision, including the aims and rationale for their 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 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

13 August 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

13 August 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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