Childminder EY235314

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children develop positive relationships with the childminder and show they are happy in her care. However, there are some inconsistencies in the arrangements to promote their learning. At times, children are not fully engaged in activities that are sufficiently ambitious for their age and stage of development. This impacts on their positive attitudes to learning. Although the childminder does not have a sequenced curriculum for children's learning, she successfully uses spontaneous moments to support children's learning. For example, children spend most of their time outdoors. The childminder stops to point out the autumn leaves on a walk in the local community. This helps them to learn about the nature around them.

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The provision requires improvement

The childminder takes children to the park to help develop their gross motor skills. Younger children climb up the steps of the slide and older children balance carefully across the bridge. The childminder consistently offers praise when children wait their turn and try to do things independently. Children practise other physical skills at the park with resources the childminder has planned to take with them. For example, they kick a ball, chalk on the ground and enjoy waving chiffon scarfs in the air. Children gain confidence moving in a range of ways and show great delight in their own achievements. This supports their emotional well-being.

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need to do better?

n The childminder does not plan a stimulating environment for children. This impacts on the quality of teaching they receive and what they will learn. For example, she reads books to children that do not engage their interests, and they lose concentration playing with the same self-chosen activities. This impacts on their behaviour. For example, children swing a toy cot around. The childminder does not enhance their play in ways to develop their own thoughts and ideas further. This means that, although children make some progress for the next stage in their learning, they do not make the progress they are capable of. n Children practise some skills supported by the childminder, such as mark making, counting and colour recognition. For instance, the childminder teaches the colours 'yellow' and 'blue' when she holds up some sensory blocks for younger children to look through. Older children draw around their fingers and are

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need to do better?

encouraged to count to five. This supports their early literacy and mathematical skills. The childminder consistently talks to them about what they are doing. This supports their communication and language development. n Parents are happy with the care and emotional support afforded to their children. They value the varied range of outings the childminder takes their children on to develop their social skills. For instance, the childminder takes children out every day into the local community to local groups and 'rhyme time'

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need to do better?

11 October 2024 at the library. Children have plenty of opportunities to meet a range of diverse people from different cultures and backgrounds. This strengthens their awareness of the community in which they live. n The childminder supports children's care routines and growing independence. For instance, she reminds them to wash their hands before meals. Children are offered healthy snacks. The childminder maintains children's privacy during nappy changing routines. n The childminder collects some information from parents about their children's care routines and interests when they first start. This helps her to settle children and to decide on a few next steps. The childminder regularly exchanges ongoing information with parents about the activities children are engaged in. This successfully supports their learning at home. n The childminder has a secure understanding of her child protection responsibilities and keeps up to date with relevant guidance. Overall, she

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need to do better?

understands how to assess risks and has precautions in place to keep children safe, such as a gate to ensure children cannot enter the kitchen. However, the childminder does not consistently support children to recognise and avoid hazards, such as the potential to trip over shoes that are left outside a doorway. This does not support them to learn to keep themselves and others safe. n The childminder attends training for her own professional development, such as on how to support children with special educational needs and/or disabilities. She attends the childminding networks run by the local authority to receive updates to help her continually improve.

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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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Due date

develop and implement an ambitious curriculum that focuses effectively on what children most need to learn next. 29/11/2024

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should:

n provide more support for children to learn to recognise and avoid hazards, to

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should:

11 October 2024 develop their understanding of safety.

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Setting details

Unique reference number EY235314 Local authority West Sussex Inspection number 10359831 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 4 Date of previous inspection 13 December 2018

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Information about this early years setting

The childminder registered in 2002 and lives in Horsham, West Sussex. She works Monday to Wednesday from 8am to 4pm, all year round. The childminder offers government funded places for children aged from nine months to four years. She has a level 3 qualification in childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder at the local park. n The inspector took account of parents' views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 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

11 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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