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

Children are affectionately welcomed into the childminder's home. They are excited and keen to get involved in the activities the childminder has prepared for them. The childminder has built up strong bonds with the children in her care. She is tactile with children and gives regular cuddles and tickles. This approach helps children to feel safe and secure and help them to develop a sense of belonging. The childminder sets high expectations for children's behaviour and models this extremely well. She is calm and gentle, which has a positive influence on children. The childminder plays alongside the children which helps them persevere during activities and demonstrate very high levels of motivation. Children enthusiastically choose activities that spark their curiosity and excitement. The childminder is skilled at understanding how children develop, learn and play. Consequently, children make very good progress in their learning from their starting points.

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The provision is good

The childminder provides regular opportunities for educational trips in the community. Children attend local toddler groups which helps them with their social skills. They also enjoy visits to local facilities such as libraries and museums. Children make links in their learning as the childminder sequences the curriculum to build on their knowledge and skills. For example, children grow and harvest fruits and vegetables at the childminder's allotment. With the produce the childminder teaches them how to prepare nutritious meals and snacks.

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need to do better?

n The experienced childminder is committed to providing a high quality of educational learning experiences and care. She demonstrates a good attitude to training which positively impacts the children in her care. For example, she attends regular webinars to update her existing good knowledge and skills, and to improve the outcomes for children. n The childminder encourages children to develop a love for stories. Children choose books independently. They become excited as they recall familiar phrases and rhymes from books. For example, children squeal with delight and 'roar' as they sing a song about a lion called 'Leo'. The childminder promotes children's language skills well. She engages them in conversation and provides a narrative as they play. However, the childminder doesn't provide fully consistent support for children to learn how to pronounce words correctly. Despite this, children are confident communicators and develop new vocabulary rapidly.

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need to do better?

n Children eagerly investigate planned activities and demonstrate their excellent play skills. For instance, they play alongside the childminder when building a track for toy cars to move along. They show excellent turn-taking skills as they share pieces of track and cars. The childminder uses play opportunities such as this to teach children about road safety, including the purpose of traffic lights.

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need to do better?

2 September 2024 Children learn that red means stop and green means it is safe to go. They sing a song about a bus and a flying helicopter. They excitedly declare 'The light is on red! I need to stop!'. n The childminder builds up a strong partnership with parents. They comment that the childminder uses everyday moments for 'learning and growth' which prepares their children well for the next stage in their learning. The childminder shares updates and important information with local schools which children attend and uses the local authority's early years team to find resources and seek advice. However, partnerships with other settings that children attend have not been established. This does not fully support the continuity of care and learning for some children. n Children develop strong independence skills. The childminder seeks out information from parents about what children know and can do. She uses this

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need to do better?

information to further support children with manageable tasks, such as tidying away toys, dressing and toilet training. Children demonstrate a clear sense of pride as they explain how to 'flip' their coat over their head to put on independently when getting ready to go outside. n Children show respect and affection for the childminder. For example, they lean into her at story time and cuddle her close when they are feeling tired. They respond well to the childminder's calm and consistent manner. The childminder demonstrates a clear love for being around children. She is passionate about keeping children safe and away from harm. She has an excellent understanding of the procedures to follow if she has concerns about the welfare of a child.

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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 provide more consistent support for children to learn how to pronounce words, as part of their ongoing language development n establish relationships with other settings children also attend, to develop a two- way partnership to maintain continuity of care and learning for children.

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Setting details

Unique reference number 159010 Local authority Brighton and Hove Inspection number 10350863 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 3 Number of children on roll 9 Date of previous inspection 6 September 2018

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Information about this early years setting

The childminder registered in 2001. She lives in Hove, East Sussex. The childminder offers care from 8am to 5pm on Monday to Thursday, all year round.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID19 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 observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder and the inspector discussed the childminder's intentions for children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. n The views of parents were taken into consideration. n The childminder provided a sample of key documentation on request.

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Inspection activities

2 September 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

2 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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