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 form strong attachments to the caring childminder, who supports their emotional security. They happily explore the well-organised environment and high- quality resources. This helps them to make decisions about their play. Children show confidence in their own abilities and are very independent. They benefit from the childminder's consistent and flexible routines to support their well-being.

p.2

The provision is good

Children listen attentively as the childminder reads them a story. They look at hospital scenes in pictures and articulate what they know, such as when they name a plaster cast a 'wellie boot'. Children improve their understanding and integrate new knowledge into existing concepts when the childminder provides a clear explanation. This helps them to make sense of the real world. Children show an interest in exploring toy medical instruments. They benefit from the narrative the childminder provides when she pretends to take their temperature and listen to their heartbeat. This interaction helps children to develop their own role-play skills for the future.

p.2

The provision is good

Children begin to manage their own emotions and build resilience to setbacks with support from the childminder. For example, they choose a toy that supports their understanding of emotions by associating them with colours they might know, and they use sand timers to share resources with their friends. This helps children to resolve conflicts peacefully.

p.2

need to do better?

n The childminder provides a variety of art materials to foster children's creative awareness. She encourages children to use their imagination and develop an early ability to talk about their drawings and the marks they make. For example, children say they have drawn the childminder's cats and a bus. This successfully increases their experiences in self-expression and creativity. Children develop essential skills for the next stage of their learning journey. n The childminder has established good relationships with children's parents. She exchanges information about children's daily activities and what they need to learn next to support home learning. Parents share with the childminder their child's current stage of development and interests at an early meeting. However, the childminder does not utilise this information to decide on the learning intent with parents or to inform her curriculum from the outset.

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need to do better?

n The childminder offers a wide range of materials and equipment to support children's gross and fine motor skills. For instance, children play with balls and wheeled toys in her garden. They develop their balance and core strength. Children demonstrate great perseverance and precision when manipulating tools. For example, they use a magnetic pen to move different-coloured balls into the

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need to do better?

29 August 2024 correct paint pots. Children show good concentration and hand-eye coordination. n The childminder plans mathematical activities based on her assessments of each child's learning needs. For instance, children eagerly sort and match different- coloured bears to corresponding cups. The childminder encourages them to count a row of bears to practise the number sequence. She also reinforces mathematical language, such as 'big' and little', during children's play. Through repeated experiences, children enhance their mathematical skills. n The childminder sets high expectations for children's independence. She encourages children to manage age-appropriate tasks throughout the day. For instance, they wash their own hands, assist with the preparation of healthy meals and put on their own shoes. Children enjoy the sense of responsibility, which significantly boosts their self-confidence. n The childminder meets up with other local childminders and organises a variety

p.2

need to do better?

of engaging outings. For example, she visits local parks, the airport, beach and library to provide opportunities for children to socialise and interact with other people. Children begin to notice differences between themselves and others. However, the childminder does not always provide children with resources that promote positive images of different people. n The childminder works effectively with parents and other professionals to ensure that children have a smooth transition on to school. For instance, she reports on children's progress, and teachers commend their high level of independence. The childminder reflects on the positive impact her sign language training has had on children's communication and language skills. She is committed to continuous improvement and plans to attend further training to enhance her teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n use information gathered from parents to inform the curriculum and learning intentions for children right from the start n increase the range of resources and activities to continue to help children develop positive attitudes about diversity.

p.3

Setting details

Unique reference number EY537431 Local authority West Sussex Inspection number 10351042 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 5 Date of previous inspection 1 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Crawley, West Sussex. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for family and public holidays. The childminder has an approved childcare qualification at level 3. She provides funded early education for children from nine months up to five years old.

p.4

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 setting. n The inspector talked to the childminder about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

29 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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