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 have secure relationships with the childminder and her family. Children know to look to the childminder for support and reassurance, which she gives without question. The childminder is gentle in her approach to caring for children, creating a very calm atmosphere. Children recall their prior learning. For example, when they find a slug in the garden, they talk about finding one on the walk to school that morning. They hold a woodlouse that they found and explain how it feels 'tickly' as it walks along their arm. Children understand to put the woodlouse in a place away from where they play to keep it safe. Children develop good levels of vocabulary and use this freely in their play. For example, children talk about the chalk being 'crumbly'.

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The provision is good

Children develop mathematical skills from an early age. For example, they count objects with support and use numbers in their play. Children learn to be independent in their self-care. For example, they understand when their shoes are on the wrong feet through direction from the childminder. Children practise their new-found skills. For instance, babies stand holding the push-along toy and show their walking skills. Out in the garden, children take great interest in collecting the fallen apples. They use a tool to help them pick up the apples, and they demonstrate that this is a skill they have learned and perfected. They persevere at this chosen task and then count how many they have collected.

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need to do better?

n The childminder has a secure understanding of children's learning needs. She observes and assesses children's stages of development successfully and provides parents with details about what children need to learn next. This helps promote consistency in children's learning both at the childminder's setting and at home. She recognises the skills and attributes she wants children to achieve in readiness for their next stage in life, such as the move on to school. n The childminder supports children to learn about sharing through gentle encouragement. She helps children to understand the needs of others, enabling them to understand the impact of their actions. Children receive words of praise from the childminder when they share with others, building their self-esteem and confidence. n The childminder supports children's speaking skills effectively, such as during rhyme time sessions. Children choose a toy from the bag and join in with the

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need to do better?

actions to the songs, with the childminder encouraging them to join in with the words. However, she does not always consider how she positions herself to make sure that very young children can see her face. This does not always enable them to view mouth and muscle movements to further enhance their early communication skills.

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need to do better?

4 September 2024 n The childminder develops and maintains effective partnerships with parents. She enables parents to be fully involved in the care and education of their children. Parents comment that the childminder 'provides a very caring, supportive and fun home-from-home environment'. They also report about the childminder's quick actions to highlight emerging gaps in children's learning, enabling them to seek additional professional support. n The childminder is attentive to children's care needs and promotes their understanding of the importance of good hygiene routines. However, she does not always explore additional ways with parents to further enhance children's routines and well-being, such as when they sleep. n The childminder liaises with parents and others providing early years education for children. She works in partnership with other childminders and with staff at the nurseries the children also attend. This promotes a consistent and cohesive

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need to do better?

approach to children's care and education. n The childminder is proactive in undertaking continual training and professional development. She makes sure that courses link to the needs of the children attending to help her improve the planning for the curriculum. For example, a recent webinar has increased her understanding of learning characteristics and how to vary the curriculum for each child. n The childminder offers children a good variety of activities and experiences. She enables children to share these with their parents. For example, they plant runner beans and then take them home for growing. They also make things from their adventures, including picking apples and blackberries to make crumble. This supports children's awareness of the wider world, how fruit grows and how we can prepare it to eat.

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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 planning of activities to make sure that young children can view others facial movements to enhance their early communication skills n continue to work with parents to further enhance children's routines and well- being, such as when they sleep.

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Setting details

Unique reference number EY501547 Local authority West Sussex Inspection number 10351237 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 17 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 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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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 feedback. n The inspector observed the quality of education being provided and assessed the impact of this in children's learning.

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Inspection activities

4 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

4 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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