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 Outstanding

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The provision is good

Children play joyfully with the childminder and her assistants. They sit together at the table and self-select their breakfast cereal. The childminder supports children to feel safe and secure. She offers cuddles to children who are feeling tired or unsettled. The childminder talks to children about the exciting activities planned. Children smile with delight as they talk about their interests, such as how much they love trains and cars. Children's communication skills are promoted through these valuable conversations with the childminder.

p.2

The provision is good

The childminder has high expectations for children's behaviour. She supports assistants to implement rules consistently and effectively. For example, when children struggle to share, the childminder initiates calm conversations. She encourages children to consider how to find a solution with their friends. Children recognise the impact of their actions and develop a sense of right and wrong.

p.2

The provision is good

Children experience a variety of different outings with the childminder. For example, they frequently visit a local residential home, which promotes their understanding of individuals who are different to themselves. The childminder also takes children on public transport. Children speak excitedly about their favourite bus driver. Through these activities, children's understanding of the local community, and the people within it, is increased.

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need to do better?

n The childminder builds exceptionally strong partnerships with parents. She does this through consistently providing them with information about children's learning. The childminder uses careful assessments to track children's progress, and she includes parents in this journey. For example, when she identifies specific skills for children to learn, she provides parents with home-learning packs. Through this, children receive a highly effective shared approach to their learning. n Children often benefit from a curriculum that is ambitious and meaningful. The childminder knows what she wants children to learn. She supports assistants to implement purposefully planned activities. However, the curriculum is not consistently embedded in all areas of practice. This means that, at times, older children do not benefit from learning experiences that are challenging enough to extend their knowledge and develop their skills further.

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need to do better?

n Support for children's developing language is of good quality. The childminder uses play opportunities to build on young children's vocabularies. For example, the childminder provides babies with simple signs and words such as 'more'. The childminder also collaborates with professionals to support children who need additional support with speech and language. For example, she implements

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need to do better?

16 October 2024 educational plans for children and prepares appropriate referrals. This means that children receive prompt support from local services when necessary. n Children become highly absorbed in the exciting activities set up for them. For example, the childminder supports assistants to provide interesting sensory resources for children to explore. They play in foam and the childminder supports assistants in modelling how to draw with their fingers and cotton buds. Furthermore, children excitedly play in sensory trays with a range of autumnal items, such as conkers and leaves. The childminder engages children by exploring with them. Children develop positive attitudes to learning. n Children learn about the importance of a healthy lifestyle. The childminder implements a 'teeth brushing' programme in the curriculum. She also organises targeted sessions with local dental health professionals to speak with children

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need to do better?

about caring for their teeth. Children gain meaningful information that supports their understanding of personal health. n The childminder regularly engages in training to build on her knowledge. She also carries out meaningful supervision sessions with her assistants. The childminder uses these sessions to find out what assistants want to know more about. She then prepares suitable future training. Through this, the childminder ensures that teaching standards are monitored and increased. n The childminder failed to notify Ofsted of changes to individuals associated with her provision, which is a requirement of registration. However, there is no impact on children and the childminder is aware of what she must notify Ofsted of in the future.

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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 embed the curriculum further to consistently provide age-appropriate challenge for older children.

p.3

Setting details

Unique reference number EY543209 Local authority West Sussex Inspection number 10367138 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 10 Number of children on roll 10 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Burgess Hill, West Sussex. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and planned family holidays. The childminder holds a level 3 early years child care qualification and a level 5 qualification in early years management. She also regularly works with assistants. The childminder provides government-funded places for eligible children between the ages of nine months and four years.

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 The inspector and childminder carried out joint observations of group activities. n Parents shared their views of the childminder with the inspector. n The inspector spoke with assistants during the inspection. n The inspector observed interactions between the childminder, assistants and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 October 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

16 October 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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