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 form positive relationships with the childminder. They go to her for cuddles and reassurance, which supports their emotional well-being. Children show that they feel safe and secure in her care. Children choose from the toys and play activities that the childminder carefully selects to build on their previous learning. They demonstrate a positive attitude to learning.

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The provision is good

Children play freely with a range of interesting resources to develop their physical skills. For example, they confidently push long stickle bricks into a board and pretend they are candles. Children show they remember what the childminder has taught them previously. They develop good hand-eye coordination. Younger children benefit from the physical and sensory toys the childminder offers. For instance, they show happiness, moving and dancing to the rhythmical music when they press buttons on a table top activity. Children learn about early technology and how things work.

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The provision is good

Children learn a few boundaries for their behaviour from the childminder. For example, they are reminded not to stand on the toys and to care for the resources. Children help the childminder to carry out tasks, such as tidying away the toys when they have finished playing with them. This helps increase children's independence and sense of responsibility.

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need to do better?

n The experienced childminder carefully observes and follows each child's interests, responding thoughtfully to their individual needs. She has a good understanding of the children in her care, which allows her to provide tailored support. Using her expertise, the childminder effectively plans activities that build on children's current learning and help them progress to the next stage. n The childminder reads one of children's favourite stories about how to look after a dinosaur. She engages them in conversation about the dinosaur's breakfast, including foods like bananas and toast. They explore new words, such as 'appetite' to build on their growing vocabulary. The childminder effectively promotes children's communication and language skills. n The childminder plans a variety of activities to teach mathematics. For example, older children use rectangular bricks for walls and square shapes for windows,

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need to do better?

when they build a house with construction toys. They show good concentration and high levels of engagement. In another activity, the childminder invites children to play a sorting and matching game. For example, children read a colour and number dice and count the correct number of coloured bears into the matching cups. However, when the childminder encourages repeated opportunities for children to practise counting the number sequence, she counts

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need to do better?

21 November 2024 for them. This limits the children's opportunity to fully develop their own thinking and problem-solving skills. n The childminder provides children with many opportunities to explore the local community. For example, they visit local children's groups, a soft-play area and a farm. These experiences allow children to socialise with others, broadening their understanding of the world and the people they meet. During activities, the childminder uses toy play figures with different hair colours to help children notice and discuss differences. For instance, they compare dark and light hair with their peers. This helps children start to develop positive attitudes toward diversity and inclusion, fostering respect and understanding of individual differences. n The childminder works closely with parents to ensure that children's meals are healthy and nutritious. For example, she shares ideas for healthier packed

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need to do better?

lunches with all parents, helping to improve food choices. Older children drink their water and enjoy their picnic lunch while sitting on a mat. Younger children confidently feed themselves with a spoon. They are very independent. n Partnerships with parents are good. Parents report that they feel well informed about the activities the childminder plans for their children. This supports their learning at home. However, the childminder does not use the information collected from parents on enrolment to inform her curriculum from the outset. This creates a delay in their learning while she assesses their abilities and plans for what children need to learn next. n The childminder attends training to update her knowledge and practice. For example, she has learned further strategies about how best young children learn. The childminder meets up with other local childminders to share good practice. This helps keep her skills and knowledge up to date. The childminder

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need to do better?

has established strong links with the local nurseries to enable her to provide continuity in children's care and learning.

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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 enhance the support for children's problem-solving skills and encourage them to think more for themselves n strengthen the arrangements to use information from parents about what children already know and can do to inform a curriculum right from the start.

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Setting details

Unique reference number EY392124 Local authority West Sussex Inspection number 10359917 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 19 December 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Crawley, West Sussex. The childminder works Monday to Thursday, from 7.30am until 6pm, all year round. The setting offers government funded places for children aged from nine months to four years.

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Inspection activities

n The inspector talked to the childminder about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Parents shared their views about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 November 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

21 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.

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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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