Channon, Nicola

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 have a lot of fun and make good progress in the childminder's care. She is enthusiastic and demonstrates her passion for working with children. The sound of children's laughter and enjoyment echo throughout her home. The childminder is warm and caring. Children are settled and demonstrate that they feel secure. For example, children climb up on the childminder's knee as they wait for a story to be read. The childminder cuddles them, and they giggle as she pulls them closer to her.

p.2

The provision is good

The childminder has clear behavioural boundaries in place. She offers consistent guidance that helps children to behave very well. Children are kind and caring to each other. Older children demonstrate a high level of maturity as they nurture younger children. For example, they help them in a craft activity and say, 'Would you like me to help you?' The childminder gathers important information from parents about children's development, likes and dislikes. She uses observations and assessments to help her understand the extent of children's existing knowledge and identifies what they need to learn next. This helps to ensure that the childminder's curriculum is unique to each child. Activities are based on the children's current interests, which contributes to children's engagement and motivation through enjoyable and interesting experiences.

p.2

need to do better?

n The childminder encourages children to become very independent. This helps them for their future learning, such as going to school. She encourages children to put on their own shoes and coats and help to tidy away their toys. Older children help the childminder to set up resources for activities. Younger children learn to use cutlery to feed themselves. They independently choose what they would like to play with from a well-organised, supportive environment. n Overall, the childminder builds on children's communication skills effectively. She provides a narrative as children play and includes rhymes and singing in everyday activities. Older children are articulate and are keen to contribute to discussions. However, there are times, such as when reading stories, that the childminder provides the answer to questions. In addition, she does not consistently identify opportunities to extend the vocabulary of very young

p.2

need to do better?

children. Despite this, engagement and enjoyment of all children is consistently high during all activities. n The childminder provides children with a rich set of outdoor learning experiences. For example, children regularly go to the beach to collect pebbles and shells and meet up to play with other children. They learn about the community in which they live when they engage with others at a weekly gardening club. At an early age, children are taught about nature and how to

p.2

need to do better?

14 November 2024 grow and care for living things. n The childminder is skilful in her adaptations of activities to meet the learning needs of different ages and stages of development in children. She ensures that younger children can access all activities so that they benefit equally from the same experiences as older children. For example, younger children copy the actions as older children sing and dance during a rhyming activity. n Partnerships with other professionals, such as pre-school staff and teachers, are very strong. The childminder shares information with other settings, which supports children's continuity of care and helps with successful transitions as they move on in their learning. She seeks out further training to positively impact her provision. Parents provide extremely positive feedback about the high level of learning and care that their children receive. n The childminder supports children's mathematical development in a variety of

p.2

need to do better?

ways effectively. For instance, she provides children with regular opportunities to count. They learn about positional language, quantity and size as they explore in the garden. Children become engrossed in their play as the childminder encourages children to predict if bigger bubbles will drop to the ground faster than the smaller ones. Activities such as these enable children to develop an understanding of mathematical concepts.

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 allow children more time to respond during conversations and to extend children's early language skills during interactions.

p.3

Setting details

Unique reference number EY235442 Local authority East Sussex Inspection number 10368457 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 5 Number of children on roll 5 Date of previous inspection 21 March 2019

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Seaford, East Sussex. She operates from 7am to 6pm, Monday to Friday, all year round. The childminder holds a childcare qualification at level 3. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents. n The inspector and the childminder completed a joint observation of an activity to assess the quality of education. n The inspector observed the interactions between the childminder and the children during activities.

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.

p.4

Inspection activities

14 November 2024 14 November 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6