Jones, Linda

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

p.1

The provision is good

Children feel safe and secure with the childminder. They show that they have a close bond with her and excitedly invite her to join in with their games. The childminder supports children's play with enthusiasm. She talks to them about the different pretend foods they have made with play dough. Children are happy and settled in the childminder's home-from-home setting.

p.2

The provision is good

The childminder promotes children's behaviour positively. She talks to children about the importance of different rules, which they learn easily. For example, they know that they must not run until they reach the grass area in the childminder's garden. Children demonstrate respectful behaviour and often say 'thank you' to the childminder during play and routines. Children behave well.

p.2

The provision is good

Children build good mathematical skills. They recognise numbers easily and talk about mathematical concepts appropriate for their age. This is because the childminder increases children's knowledge throughout their daily routines. For example, she takes them out to local shops and talks about the different numbers they see. The childminder encourages children to consider the size and comparison of different items. Children develop purposeful knowledge from everyday experiences.

p.2

need to do better?

n The childminder regularly promotes children's language development. She talks to them about the exciting trips they are going on with their families. Children engage readily in conversations and ask insightful questions to extend their vocabulary, for example when they want to learn the names of different construction vehicles. Children become confident communicators and are motivated to learn more. n The childminder knows well the children she cares for. She develops activities to support the next steps in their learning. For example, when teaching children to name colours, she introduces different-coloured pots of play dough because she knows they enjoy this activity. Children remain engaged for long periods. The childminder offers praise as they practise using different tools, such as scissors, to cut the play dough. Children develop positive attitudes to learning. n Occasionally, the literacy curriculum is not fully embedded. The childminder's

p.2

need to do better?

intentions are less clear for this area of learning. For example, the childminder does recognise the importance of supporting children to develop a love of reading. However, she does not effectively use learning experiences that increase their interest in the written word. This means that, at times, children's early literacy skills are not promoted as much as other areas of the curriculum. n Partnerships with parents are strong. The childminder creates robust channels of

p.2

need to do better?

20 September 2024 communication. For example, she asks parents to share their ideas of what they would like children to know and learn. The childminder uses this to plan for the next steps in children's learning plans. Children benefit from a shared approach to their education. n The childminder develops activities that build on children's interests. For example, she takes them on nature walks to collect leaves and sticks. Children enjoy gluing and sticking different-coloured leaves. However, at times, the childminder does not present children with clear information about what is being taught. This means that children are not consistently challenged to extend their knowledge further. n The childminder provides children with a wide range of equipment to increase their physical skills. Children learn to pedal small bicycles and accurately balance on different equipment. The childminder also takes children to local outdoor play

p.2

need to do better?

spaces to learn about the importance of physical exercise. She teaches them skills such as kicking and catching large balls. Children are active and energetic in their play. n The childminder completes extensive training to support children with special educational needs and/or disabilities. She works closely in partnership with the local authority and other professionals. The childminder ensures children receive full access to early education. Through this, children are supported in achieving the best outcomes.

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 develop the intent of the literacy curriculum so that it can be implemented consistently n present information more clearly to children about the subject matter being taught.

p.3

Setting details

Unique reference number 114518 Local authority West Sussex Inspection number 10354874 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 9 November 2018

p.4

Information about this early years setting

The childminder registered in 1991 and lives in Chichester, West Sussex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children.

p.4

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

20 September 2024 20 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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