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 who have been attending the childminder's provision for a long time, as well as new children, arrive and settle quickly. This shows they feel happy, safe and secure in the care of the childminder. She works closely with parents to understand the individual needs of the children she cares for. The childminder provides settling sessions and home visits to find out about children's starting points in their learning and development. She uses this information to decide what activities and experiences to deliver to help build on children's knowledge and skills.

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The provision is good

The childminder is a positive role model for children. She supports them with gentle instructions. For example, she explains to children that they must sit at the table when they are eating. This helps children to understand what is expected and supports them to behave well.

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The provision is good

Children snuggle in for cuddles as the childminder shares stories and regularly sings to them. She models language back to children as they practise words linked to their play. This ensures children hear correct pronunciation. Furthermore, the childminder exposes children to a wide range of words. She talks to them while they explore musical instruments and introduces new language, such as 'ukulele'. This contributes towards developing children's communication and language skills.

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need to do better?

n Some of the children attending the childminder's home have either had a break away over the summer or have newly started. The childminder recognises she must prioritise their personal, social and emotional development as part of her curriculum offer. This is to help build children's self-confidence and develop positive relationships with the childminder and their friends. She offers empathetic support to encourage children to explore the playrooms and give new experiences a try. This provides children with opportunities to engage in play and spark their curiosity. n The childminder has a curriculum in place and has identified some priorities to support children's learning and development. However, the childminder's planning is not fully aligned to the ages and stages of development of children, and there are some minor inconsistencies in how children's learning is taught in sequence. Despite this, children show they are making progress.

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need to do better?

n The childminder completes evaluative assessments to provide parents with an overview of their child's development, such as the two-year check. However, next steps for children are too broad and do not precisely identify what children specifically need to learn next. Nevertheless, children receive support to help them prepare for their next stages of learning. n The childminder provides ample opportunities for children to be exposed to

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need to do better?

5 September 2024 music in different ways. For example, children listen to nursery rhymes and songs. Children enjoy exploring a drum kit and relish using the drumsticks to make different sounds. Additionally, children show fascination when touching the keys on an electronic keyboard. This holds their attention for a long period of time and provides opportunities for children to express themselves creatively. n The childminder is vigilant and responds quickly when children become upset. She offers reassuring words and support to help them recover and get back to play. This contributes positively towards children's emotional well-being and resilience. n The childminder takes children on regular outings, including to local green spaces and a farm. This helps children learn about the wider world. The childminder sets up small-world toys for children to play with, including animals they have seen on their visit to the farm. The childminder uses recall to

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need to do better?

encourage children to remember the animals they have seen. Young children attempt to name the animals and the sounds they make. This helps children make connections in their learning from first-hand experiences they receive on visits, which is linked to their small-world play. n The childminder works in partnership with parents to provide them with regular updates about their child's day and progress. Parents comment favourably about the childminder's provision. They notice how their children are flourishing, which parents attribute to the quality of care the childminder provides.

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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 refresh and maintain knowledge to develop a curriculum that includes what children need to learn step by step and is suitable for their age and stage of development n review two-year progress checks so that children have specific targets planned that precisely identify what they need to learn next.

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Setting details

Unique reference number EY536750 Local authority West Sussex Inspection number 10351133 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 6 Number of children on roll 7 Date of previous inspection 9 October 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Hassocks, West Sussex. She cares for children from 7.30am to 5.30pm, Tuesday to Thursday, during term time only. The childminder holds a relevant level 3 childcare qualification and a paediatric first-aid certificate. The childminder offers early years funding for children age two years.

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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 childminder and has taken that into account in their evaluation of the childminder. n The inspector conduced a learning walk with the childminder to establish the priorities for the curriculum. n The inspector observed the quality of education during activities and daily routines to assess the impact this has on children's learning. n The inspector spoke with childminder at suitable times during the inspection. n The inspector tracked a child to establish what it is like for a child at this setting. n The inspector held a discussion with the childminder in relation to the leadership and management of the provision. n The inspector looked at relevant documentation, such as evidence of suitability, the first-aid certificate and policies.

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Inspection activities

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

5 September 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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