Haugh, Sophie

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 arrive happy and enthusiastic to start their day. The childminder is genuinely happy to see them and greets them with a friendly smile. Children settle in quickly and have a sense of belonging in the childminder's welcoming home. The childminder supports the children as they engage in a range of activities outdoors. For instance, children explore emptying and filling containers with different coloured water. The persistent rain makes the activity more exciting, and children comment that the water bowl is filling up. The childminder recognises when children have had enough and brings them into a warm space. Children are curious, inquisitive and develop a good understanding of the world they live in.

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The provision is good

The childminder supports the children's learning in all areas of the curriculum. She skilfully incorporates mathematics through everyday experiences and play. For example, the childminder captures the children's attention by telling them a story about a sudden storm that arrived which blew the numbers 1 to 10 around the garden. She explains that she needs the children's help to find the numbers. Children are engrossed and eager to help. The childminder presents challenges to the children by placing a number up high on the playhouse roof. She asks children to think about how they can solve this problem. Children excitedly share that they need a stool to stand on to reach the number. They demonstrate positive behaviour as they work together to collect the stool and place it underneath the house. The childminder congratulates their clever thinking, positive behaviour and team effort.

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need to do better?

n The childminder works effectively with a co-childminder. They have worked together to successfully plan a curriculum that is well structured and meets the children's needs. The childminder has good oversight of the provision she offers. She has strong leadership and management skills. The childminder is committed to providing children and their families with high-quality care and learning. She keeps her early years knowledge updated with links to the local authority, attending training and webinars. This helps the childminder continue to improve the quality of education she provides. n Children receive purposeful and thought-provoking interactions from the childminder. She encourages children to think and make connections between their thoughts. For instance, children notice a squirrel in the garden. This sparked conversation and the childminder showed the children a video recording she made previously of two squirrels making noises in the garden. She asked the

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need to do better?

children to think about what the squirrels were saying to one another. Children thought about this and shared their views. They extended their thinking and learned good conversational cues. n Generally, children follow good hygiene throughout the day. The childminder

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need to do better?

19 November 2024 encourages children to cover their mouths when they cough to limit the spread of germs. However, the childminder does not always consider good hygiene practices before mealtimes. For instance, encouraging all children to wash their hands before they eat. This does not fully support children to develop healthy foundations and promote their self-care skills. n The support for children who speak English as an additional language (EAL) is strong. The childminder works closely with parents and invites them to share traditions and spoken words from their native language. During whole group conversations, the childminder incorporates simple words from children's home language alongside English. The childminder offers an inclusive practice and has created a respectful culture. Children who speak EAL make swift progress and become skilful communicators. n The childminder's ongoing risk assessment and constant supervision helps to

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need to do better?

keep children safe. Children are supported well as they take appropriate risks that help them build on their skills. In addition, the childminder teaches children to think about dangers and consequences of their actions. Children play and explore in a safe environment and develop confidence to have a go. n The childminder understands the importance of working in partnership with parents and other professionals. This creates a consistent and joined-up approach to care and learning. The childminder ensures parents are kept updated with their children's learning. She offers support and guidance to parents, such as how to keep children safe online, and ideas for activities to do at home. The childminder values the parents' views and opinions. Parents share high praise for the childminder's professionalism and caring nature.

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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 strengthen opportunities for children to learn about and follow good hygiene practice to further improve their self-care and independence skills.

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Setting details

Unique reference number 2518495 Local authority Brighton and Hove Inspection number 10368743 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 11 Date of previous inspection 12 January 2022

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Information about this early years setting

The childminder registered in 2019 and lives in Hove, East Sussex. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 6. She works with one co-childminder. The childminder provides government funded early years places.

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

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Inspection activities

19 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

19 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

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

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