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 smile with delight as they arrive at the childminder's home. She welcomes them warmly and asks them about their morning. Children feel safe and secure. They have exceptionally close relationships with the childminder and her assistants. They all play together joyfully, engaging in activities, such as drawing, crafting and toy track building.

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The provision is good

Children understand the high expectations that the childminder has for their behaviour. They learn about sharing their toys and speaking kindly. The childminder models this positive behaviour effortlessly. For example, she gently encourages children to say 'please' and 'thank you'. Older children demonstrate high levels of respect for others. They listen attentively to instructions and are remarkably caring to younger children.

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The provision is good

The childminder designs a curriculum that keeps children excited and interested. She provides children with a wealth of activities and outings. For example, she takes them to farms and country parks. The childminder also encourages children to gain key knowledge. For example, she teaches them about growth and life cycles. Children explain that they have grown strawberries, potatoes and cucumbers in the childminder's garden. Children gain purposeful knowledge through a range of enriching experiences.

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need to do better?

n Children build strong language skills. The childminder frequently engages children in conversations. She talks to them about their home experiences and holidays. The childminder provides young children with new words such as 'knees' and 'hands' as they sing together. Children's vocabularies are consistently increased. n The childminder plans activities so that all children can enjoy them. She adapts her teaching effectively so that babies and children all have something to do. However, at times, planned activities are not developed precisely enough to target the next steps in children's learning. This means that, occasionally, children do not gain the skills and knowledge they need from activities. n Older children are independent and confident. The childminder teaches children to do simple tasks for themselves. For example, they happily wash their own hands, cut their own fruit and pack their own activities away. Children also

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need to do better?

gladly sweep up the flour off the floor after making play dough. Children begin to learn how to be accountable for their actions. n Babies receive sensitive and comforting care from the childminder. For example, when they need their nappies changed, the childminder kindly asks their permission. The childminder talks to them throughout the care routine and

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need to do better?

19 September 2024 explains what she is doing. This promotes babies' sense of emotional security. n The childminder teaches children about health and well-being. For example, during snack time, children talk about the fruits they are eating. The childminder teaches children about a balanced diet, and children explain what they know about foods that might not be good for them. Children receive consistent messages that support healthy lifestyle choices. n Children engage in activities for long periods of time. This is because the childminder is consistently enthusiastic, responsive and involved. For example, when young children use words such as 'more', the childminder and the assistants react quickly to support them in building more track. Children develop positive attitudes to learning. n Parents speak highly of the childminder. They feel involved in their children's daily activities. Parents receive frequent updates and photos of children's

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need to do better?

exciting trips out in the community with the childminder. However, the childminder does not consistently build partnerships with other settings that children attend. This means that children do not fully benefit from a shared approach to their learning. n The childminder is aware of the importance of engaging in regular training to support her ongoing professional development. For example, she has recently completed an extended safeguarding course to increase her knowledge further. The childminder shares this training with the assistants. They work together to ensure that teaching standards are consistently raised for children.

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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 plan activities more precisely to target the next steps in children's learning n develop partnerships with other settings that children attend so that children benefit from a shared approach to their learning.

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Setting details

Unique reference number EY494904 Local authority West Sussex Inspection number 10364125 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 6 Date of previous inspection 25 January 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Pagham, West Sussex. The childminder operates all year round, from 8am to 4pm, Monday to Thursday. The childminder occasionally works with assistants. 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 rationale for the curriculum. n The inspector observed the interactions between the childminder, the assistants and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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