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 develop secure relationships with the childminder and the other children. They sit together discussing their activity and can be heard chatting about the picture they are drawing. Children understand when to seek support from the childminder, which she gives willingly. She has taught children to vocalise their needs, which helps them to learn to resolve minor conflicts. This enables children to manage their behaviours and the impact on others. Children feel safe and secure in the childminder's home, freely accessing the rooms downstairs to decide where they want to play.

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The provision is good

Children have good imaginative skills and readily plan pretend outings to the shops. The childminder extends this, such as by asking what they are going to buy and if they can also get her some food items. Children return with the items, showing a good understanding of real-life experiences. Children use visual cards they created to help them understand the routines of the day. The cards depict aspects of their day, such as mealtimes and places they visit. This enables children to learn to manage changes in the timetable and to understand what is happening next. Children work together as a team to help with aspects such as tidying up. They know where to return the toys they have been playing with and do this independently. The childminder ensures that she plans activities, experiences and the environment effectively.

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need to do better?

n The childminder has a secure knowledge of each child's level of development and the skills they already have. She gains a wealth of information from parents about their child's routines, care and learning needs. She uses this information alongside her observations of children to plan for what they need to learn next. n The childminder organises activities that she knows will interest children. This enables children to be keen to be involved in the experience. However, she does not always make sure that she follows through on her full intention for learning. This means that she does not extend children's skills even further. n The childminder works in complete partnership with parents. She provides any developmental reports to aid other professionals with their assessments of children's development. This enables children to receive any additional support they need to swiftly close any emerging gaps in learning.

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need to do better?

n Children recall previous experiences and share aspects from their home lives, such as holidays. The childminder actively encourages these discussions, and they also talk about life events. This helps children to use their speaking and listening skills and to value the contributions of others in conversations. n The childminder gathers information about children's family make-up and structure, which she uses in conversations with them. However, she does not

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need to do better?

21 August 2024 always explore ways in which she can embrace their heritages and cultures. This does not build on their awareness of similarities and differences. n Children show that they have been taught and learned about safety aspects. For example, before playing with a game with smaller parts, the childminder asks children about the safety issues. Children fully understand the potential risks and how to minimise these. This shows a clear understanding of safety issues and the impact on young children. n The childminder fully fosters good partnerships with parents. They build long- term relationships, and parents say that the childminder is the 'third parent'. Parent say that the childminder 'goes above and beyond to make sure the children learn new skills' and that 'she is an excellent communicator'. These factors support consistency in children's learning and development. n The childminder updates and improves her knowledge to strengthen her

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need to do better?

understanding and develop new skills. She ensures that training is relevant to the children and families for whom she is providing care. This helps her to plan effectively for what children need to learn next. n The childminder communicates effectively with other settings that children also attend. She exchanges developmental information with children's key persons, parents and professionals. This enhances consistency for the planning of what children need to learn next and the gaining of new skills.

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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 focus more intently on the aspects for learning during planned activities to further enhance what children need to learn next n embrace children's heritages and cultures to build on their understanding of similarities and differences.

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Setting details

Unique reference number EY535847 Local authority West Sussex Inspection number 10358068 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 11 Date of previous inspection 25 September 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Burgess Hill. The childminder provides care for children between 7am and 6pm each weekday, all year.

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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 her intentions for children's learning. n Children interacted with the inspector throughout the inspection. n The inspector took account of parents' views through written and verbal feedback. n The inspector observed the quality of education being provided and assessed the impact of this on children's learning.

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Inspection activities

21 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

21 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

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

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