Hoadley, Kelly

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

The childminder understands the importance of children feeling safe and secure at her homely provision. As such, she develops close bonds with children who confidently seek her out for play and to share experiences with her throughout the day. As children arrive, they are content and excited to start their day. They quickly immerse themselves in a variety of play opportunities that have been carefully planned by the childminder. These activities include her considerations for children's ongoing development, as well as their current curiosities and interests. This helps children to remain stimulated and engaged during their play.

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The provision is good

The childminder has high expectations for children's behaviour and independence. She has well-established routines in place. For instance, she ensures that children have washed their hands before mealtimes and after using the toilet. Opportunities for children to gain independence are plentiful. For example, older children are supported to use tools to safely cut their own fruits for snack. All children independently choose their play from a range of resources that are fully accessible to them. Older children happily engage with the younger ones, and they play together well. The childminder is a positive role model to children. This influences their kind and inclusive behaviour. Furthermore, she generously praises children's efforts and achievements. This boosts all children's self-esteem and helps build their resilience.

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need to do better?

n The childminder provides support for her assistant and regularly coaches their practice. She supports them to understand their roles and responsibilities. Together, they complement each other very well. They both understand the importance of ongoing communication to ensure that the children's needs are consistently met. They reflect on the provision's strengths and ways they can continue to extend each child's learning. n Children's language and communication are of high importance. The childminder successfully narrates children's play. She uses simple and repetitive words for younger children. Older children thrive as they engage in purposeful back-and- forth conversations with the childminder and their friends. This continuously broadens children's growing vocabulary. n The childminder understands the importance of children developing a love of books. Children independently ask her to read stories, and their requests are

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need to do better?

met with eagerness. The childminder reads with enthusiasm and brings stories to life. In turn, children of all ages listen intently and genuinely immerse themselves in stories. This supports children's early literacy development. n Children confidently lead their own play. The childminder encourages them to share their ideas and play cooperatively with their friends. She is in tune with

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need to do better?

19 September 2024 children, knowing when to join in to extend play opportunities, but also knowing when to allow children freedom to use their imaginations and develop their own play. For instance, children pretend to be shop keepers in the role-play corner. Other children are their customers, who come to purchase different foods and then pretend to eat their yummy purchases. These opportunities allow children to recall past experiences through their play and to share their own ideas and creative thoughts with friends. This builds children's confidence alongside their social skills. n The childminder knows children well. She has a firm understanding of where children are in their individual development. The childminder considers appropriate next steps in children's learning. Overall, she plans a curriculum that is ambitious for all children, including those with special educational needs and/or disabilities (SEND). The childminder understands the importance of

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need to do better?

children having opportunities to access all seven areas of learning. However, the childminder is less effective at recognising opportunities to promote or extend children's mathematical development. Consequently, children's development in this area is not promoted as well as it could be. n The provision for children with SEND is good. The childminder works in collaboration with children's parents and other professionals. She ensures that children receive timely referrals for additional support as required. The childminder knows children's uniqueness, and this enables her to consistently meet their individual needs well. Children with SEND are well supported to make progress alongside their friends. n The childminder works hard to build positive relationships with parents. She keeps them well informed about their children's care and learning. Parents speak highly of the supportive childminder. They particularly value the opportunities

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need to do better?

their children have to go on outings, for example, visiting local green spaces. Parents report they feel their children greatly benefit from a 'tailored learning journey' with this childminder.

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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 curriculum that is available to children to include more opportunities to develop their mathematical understanding and skills.

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Setting details

Unique reference number EY494677 Local authority West Sussex Inspection number 10360030 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 8 Number of children on roll 21 Date of previous inspection 10 December 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Findon, West Sussex. She operates all year round, from 7.15am to 6pm, Monday to Thursday. The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder provides funded care and early education for children aged from nine months up to four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rational for the curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and her assistant with children. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Parents shared their views of the childminder with the inspector.

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Inspection activities

19 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

19 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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