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 beam with excitement as they arrive at the childminder's home-from-home setting. The childminder welcomes them warmly. They sit together and have meaningful conversations about their families. Children feel safe and build strong relationships with the childminder. They settle quickly and ask her to join in with their games.

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The provision is good

The childminder teaches children about being kind to one another. She consistently and fairly implements high expectations for behaviour. Children learn how to respect the toys and equipment in the childminder's home. For example, they know to treat books with care. Children are also polite and thoughtful about others. They reflect on previous experiences, such as when they have struggled to share. Children confidently talk about what they learn from different situations and how to put things right. Children are supported in developing a sense of right and wrong.

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The provision is good

Children have many experiences out in the local community. The childminder enriches her curriculum by using nearby facilities to increase children's knowledge. For example, children visit a local coastal office to learn about sea creatures. Children confidently recall knowledge they have gained from these visits. Children receive new information that supports their future learning.

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need to do better?

n Children's communication skills are increased. The childminder uses frequent opportunities to sit and talk with children. She initiates a conversation about different countries children have visited on their holidays. Children are confident to express themselves and talk about their own abilities. For example, they clearly explain the route they would like to walk to school. Children develop good conversational skills. n The childminder creates a curriculum that is broad. She engages children in activities that allow them to explore the world around them. However, the intent for some area's of the curriculum, such as literacy, are less robust. At times, activities are not planned precisely to target the next steps in children's learning. This means that children do not consistently receive support to increase their early literacy skills in preparation for school. n Children build strong physical skills. They go on outings and stop at parks and

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need to do better?

open fields. The childminder encourages children to climb on different equipment. She uses these opportunities to build children's confidence and explore their abilities. For example, she supports children as they learn to balance and jump. The childminder also encourages them to consider their safety. Children begin to learn how to manage risks for themselves. n Children learn the names of different fruits and vegetables. The childminder

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need to do better?

28 November 2024 takes children to local fruit-picking fields and botanical gardens. She does this to teach children about health, growth and life cycles. The childminder uses this information to increase children's understanding of a healthy and balanced lifestyle. Children's understanding of personal health is promoted. n The childminder recognises the significance of teaching children about life in modern Britain. She increases children's understanding of different cultures and religions. For example, children visit places of worship, such as a church and a mosque. This increases children's understanding of similarities and differences between themselves and others. n Children have positive attitudes to their learning and play. The childminder considers how different children learn, and she responds appropriately. For example, she builds on children's independent imaginative play. She plays alongside them and introduces different ideas and language. This supports

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need to do better?

children to remain engaged and interested for long periods. n The childminder frequently updates parents about their child's day. She often sends photos and parents feel very well informed about activities. The childminder does recognise the importance of liaising with other early years settings that children attend. However, she has not yet established effective partnerships to share information about children's progress. This means that children do not consistently benefit from a shared approach to their learning. n The childminder completes regular training to update her knowledge. For example, she has recently gained more information about how to support children's speech and language in the early years. Through this continued professional development, teaching standards are raised.

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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 plan activities more precisely to increase children's early literacy skills n develop effective partnerships with other settings that children attend.

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Setting details

Unique reference number 114120 Local authority West Sussex Inspection number 10351189 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 12 October 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Worthing, West Sussex. She operates all year round from 8am to 6pm, Tuesday, Thursday and Friday. The childminder provides government funded early education for children aged between one and four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims for their curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder with the inspector.

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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.

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Inspection activities

28 November 2024 28 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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