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 are extremely happy and thrive in the childminder's care. The nurturing childminder creates a safe and secure environment in which children settle quickly and feel confident. For example, children confidently move between the inside and outside environments, choosing where they would like to play. The childminder offers children comfort and cuddles as they need it. For instance, they snuggle up when they read books together. This supports children's well-being.

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The provision is good

The childminder considers children's current interests and their next steps in learning to plan a vast range of activities and experiences. For example, she uses children's interests in sharks to support their learning about numbers and colours. The childminder knows when to involve herself in children's play and when to step back and let them explore independently. For instance, children enjoy balancing on tyres and wooden planks, and as they add additional planks of wood, the childminder offers support.

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The provision is good

Children learn how to behave well. The childminder supports them to take turns and share. For example, she reminds the children to share the resources and helps them to work out how they can do this. Children have good manners and say 'please' and 'thank you' and help their friends. They know and understand the daily routine. For instance, they independently take off their shoes when they come in from the garden.

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need to do better?

n The childminder demonstrates a good understanding of how children learn and develop. On entry to the setting, she assesses children's learning to find out what they already know and can do. The childminder uses this information to plan a broad curriculum that focuses on what individual children need to learn next. For example, she implements a variety of activities where children can develop their small-muscle skills. This supports children to make good progress. n Children benefit from a broad range of experiences to help them develop an understanding of the natural world and be physically active. For instance, outings to local parks help children to build strength and stamina as they use large apparatus. The childminder also takes the children to visit local woodland areas. This enables children to learn about nature. The childminder extends children's learning well. For example, children see pet hedgehogs when

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need to do better?

attending a group session, and they look for the hedgehogs' habitats when walking in the woods. n The childminder enhances children's vocabulary effectively. She frequently introduces new words during activities, such as 'hibernate' and 'habitat' when discussing hedgehogs. However, on occasion, when asking children questions,

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need to do better?

20 November 2024 the childminder does not allow enough time for children to think and respond, to further enhance their learning. This does not consistently support children's communication and language development. n The provision for children with special educational needs and/or disabilities (SEND) is good. The childminder works in collaboration with children's parents and other professionals. She ensures that children receive timely referrals for additional support as required. Children with SEND are well supported to make good progress. n The childminder and her co-childminder work closely together. Overall, they support children well. However, currently key-person arrangements are not clearly defined. This means that, at times, the childminder is not fully aware of her role and responsibilities with regard to meeting children's individual needs. n The childminder is committed to training and research to continually build on her

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need to do better?

knowledge and skills and extend learning experiences for children. She liaises with other professionals and attends online training to enhance her knowledge. n Partnerships with parents and other professionals are effective. The childminder ensures that information about children's learning is shared with parents and other professionals involved with the children. For instance, the childminder assesses children's progress and shares this with parents and other settings children attend. She supports parents with children's next steps in learning. For example, the childminder shares ideas on how they can extend children's learning at home. n Children are able to select toys and resources to lead their play and develop their imaginations, such as taking care of dolls. They enjoy pushing the dolls in prams, pretending to feed them and dressing them. The childminder encourages the children as they care for the dolls. For example, she praises the children for

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need to do better?

being gentle when they comfort and cuddle them. This supports children's learning and development.

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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 support for children to think and process information when asking them questions, to support their critical thinking and communication skills further n strengthen key-person arrangements to establish clear roles and responsibilities for meeting children's individual needs.

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Setting details

Unique reference number EY554673 Local authority West Sussex Inspection number 10354522 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 17 Date of previous inspection 19 July 2019

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Information about this early years setting

The childminder registered in 2018. She is situated in Worthing, West Sussex. The childminder operates from 8am to 6pm, Monday to Friday, all year round. She works with another registered childminder. The childminder has a relevant level 3 early years qualification.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Children spoke with the inspector during the inspection. 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 observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector.

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Inspection activities

20 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

20 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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