Childminder in Brighton and Hove

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children feel safe and secure with the dedicated childminder. They seek him out for cuddles and reassurance. The childminder, who works closely with a co-childminder, supports babies to build confidence as they separate from their parents. Children show excitement and wonder as they play together joyfully.

p.2

The provision is good

The childminder implements behavioural expectations that are fair and consistent. Young children begin to understand the importance of sharing. Together, the childminder and the co-childminder teach children about the implication of their actions on others. For example, the childminder talks to children about how taking a toy from someone might make them feel sad. Children begin to understand rules and develop respect for those around them.

p.2

The provision is good

Children enjoy a broad curriculum. It is designed to allow children to explore a range of places in the wider community. For example, the childminder takes children on a trip to an Indian temple to find out more about Diwali. The childminder plans these activities to deepen children's understanding of culture. Children receive an excellent range of experiences that teach them about the world they live in.

p.2

need to do better?

n The childminder and the co-childminder know the children remarkably well, even those who have only recently started attending. The childminder recognises that all children need different support to transition successfully from their parents. The childminder gains valuable information to understand children's individual starting points. He then puts effective plans in place to target children's future learning. Children make good progress. n The childminder monitors children's communication and language closely. He has a strong understanding of each child's stage of development. The childminder adapts his teaching for children's different levels of ability. He provides children with clear words and builds on their language skills. The childminder works closely with parents to understand how children speak at home. He also makes referrals to the local authority when further support is required. Children receive

p.2

need to do better?

support to achieve the best outcomes. n Children gain a love of reading and books. The childminder reads with enthusiasm and joy. Children are immersed and excited, drawn in by the childminder's interest. The childminder provides children with new words, such as 'aborigine' and 'boomerang'. Children are engaged in their learning and develop a broad vocabulary. n The childminder considers ways to increase children's physical skills. For example, when he recognises that children need to gain muscle strength or

p.2

need to do better?

10 December 2024 coordination, he devises an exciting game with balloons on a string. Children try hard as they lie on the floor and accurately kick the balloons. Activities are motivating and attitudes to learning are highly positive. n Overall, children's personal development is supported well. For example, the childminder provides plenty of opportunities for children to learn about their abilities. They often visit soft-play centres and parks, where children learn to climb and take risks. However, at times, the childminder does not recognise how to promote children's knowledge of health, such as at mealtimes. This means that children do not consistently receive messages that increase their understanding of how to lead a healthy lifestyle. n Care routines are carried out sensitively and with respect. For example, the childminder kindly asks children if they are ready to have their nappy changed. He uses these opportunities to talk to children individually and promote a

p.2

need to do better?

positive experience. Children's emotional security is promoted. n The childminder regularly reviews and evaluates his practice. He then makes adjustments to improve his provision. For example, he has adapted the garden to create a more natural environment. The childminder also engages in regular training. Most recently, he has broadened his knowledge of child development even further. This supports teaching standards to be continually increased for children.

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 make use of opportunities to further increase children's knowledge of a healthy lifestyle.

p.3

Setting details

Unique reference number EY500254 Local authority Brighton and Hove Inspection number 10365552 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 13 March 2019

p.4

Information about this early years setting

The childminder registered in 2017. He lives in Brighton, East Sussex, and works with a co-childminder. The childminder provides care from 6.30am to 8.30pm, Monday to Friday, for most of the year. He also provides care at weekends on request. The childminder provides government-funded early education for children between the ages of nine months and four years.

p.4

Inspection activities

n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the 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.

p.4

Inspection activities

10 December 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.

p.4

Inspection activities

10 December 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6