Rea, Karen

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 thoroughly enjoy the time spent with the childminder. They demonstrate clearly that they feel happy, safe and emotionally secure in her care. For example, children talk to the childminder enthusiastically and go to her for comfort and reassurance when needed. Children confidently move around the environment. For instance, older children take themselves to the toilet. This supports children's well- being.

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The provision is good

Children are keen and enthusiastic learners who benefit from a vast array of resources and activities of their choosing. For example, they enjoy playing games, which the childminder ensures meet the children's different ages and stages of development. The childminder introduces children to an exciting range of books and stories that ignite their enthusiasm for reading. She supports the children to learn new words. For instance, children match toy dinosaurs to the ones in the book, and the childminder teaches the children what each dinosaur is called. This supports children's learning and development.

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The provision is good

Children learn how to behave well. The childminder is a positive role model. She consistently advocates a positive culture of respect for all. She uses good manners when speaking to children and encourages them to do the same. Children are kind responsible individuals. They know how to help their friends. For example, they independently bring their friends a tissue, when they notice that they need to wipe their nose, and their friends say 'thank you'.

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need to do better?

n The childminder plans a rich and balanced curriculum with an emphasis on providing children with the core skills they need in preparation for school. She focuses on developing children's independence skills, such as teaching them how to put their coat and shoes on. The childminder adapts her curriculum to support children's individual needs and consistently considers their interests. This supports children's learning and development. n Early mathematical concepts are skilfully introduced by the childminder into everyday activities. For instance, younger children are encouraged to recognise colours and count how many they have. Older children are supported to confidently match colours and shapes and understand how to add one more. This supports children's mathematical development. n The childminder works in partnership with parents to provide an induction that is tailored to each individual child. For example, she provides settling-in sessions to

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need to do better?

ensure that each child is happy and settled before they start. The childminder gathers detailed information from parents about what their children already know and can do. She ensures that information about children's progress and

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need to do better?

20 November 2024 next steps in learning is shared regularly with parents. The childminder shares ideas about how they can extend children's learning at home, such as speech and language activities to support children's communication development. n The childminder has a strong understanding of how to support children with special educational needs and/or disabilities (SEND). She works in partnership with other settings children attend, local schools and other professionals to ensure that the needs of all children are met. This is an inclusive environment for all children. n The childminder supports children's speech and language skills well. For instance, she creates a language-rich environment that is filled with stories, singing and discussion. The childminder asks children questions as they play to extend their learning, and she allows them time to think and consider their answers. n The childminder has good relationships with all children and works closely with

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need to do better?

the co-childminder to support and plan for each child. However, key-person arrangements are not yet fully developed. Therefore, at times, roles and responsibilities with regard to meeting children's individual needs are not completely clear. n The childminder plans interesting outings to extend children's learning and offer them varied experiences. They visit places, such as a wetlands centre, linking visits to children's interests of animals. During outings, the childminder teaches children important personal skills, such as road safety. This supports children to learn about the wider world. n The childminder is dedicated to her continued professional development. She has taken part in training to extend her knowledge of supporting children with SEND, such as autism training. In addition, the childminder regularly shares good practice and gains ideas from other childminders. n The childminder carefully considers the use of funding to support the children

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need to do better?

who it is allocated to. For example, she identifies how additional funding can be used to purchase extra resources to enhance children's learning experiences in the setting and at home. This supports children to make good progress from their starting points.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen key-person arrangements to establish clear roles and responsibilities

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should:

20 November 2024 for meeting children's individual needs.

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Setting details

Unique reference number 155401 Local authority West Sussex Inspection number 10354523 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 2001. 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 provides funded early education for children aged two, three and four years old. She has a relevant level 6 early years qualification.

p.5

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 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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