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 Not applicable

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The provision is good

Children are happy and settled in the childminder's warm and welcoming home. They demonstrate that they feel safe and secure by spontaneously leaping on the lap of the childminder, before cuddling into her. The childminder provides children with lots of praise, reassurance and cuddles during the day. This helps to build children's self-esteem and confidence.

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The provision is good

The childminder is a positive role model and has high expectations for children's behaviour. For example, she gently reminds them of the importance of sharing and turn taking. Children respond promptly and pass each other toys that are out of their reach. The childminder responds warmly by smiling and praising their efforts. Children recognise the impact of their actions and develop respect for one another.

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The provision is good

Children show good independence skills as they take part in interesting activities. For instance, children walk to the bathroom to wash and dry their own hands before carrying out a cooking activity. Children carefully sit up at the table and help to make some mince pies. The childminder encourages children to smell the mixture and think about what they can smell. Children show excitement at the cooked mince pies. They eagerly taste them and show their approval by smiling.

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need to do better?

n The childminder uses her knowledge of child development to plan a curriculum that enables children to meet their full potential. She provides a range of interesting learning experiences and adapts them to reflect the different interests and abilities of children. For example, children show good concentration and focus as they play with pretend snow. They throw it up into the air and watch as it falls down, before saying that it is snowing. Children use words such as 'wow' and 'ooh', showing great enjoyment. The childminder supports children's language and communication skills well. For instance, she explains that snow falls in the season of winter. Children repeat what she says, and the childminder praises their efforts before repeating the words, modelling the correct pronunciation. n Children enjoy activities that focus on exploration of the natural environment. For example, the childminder takes children to visit a farm. Children smile fondly

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need to do better?

as they recall seeing some alpacas, and they excitedly repeat 'alpaca'. The childminder extends this conversation further by asking children purposeful questions about the visit. Children show interest as they build knowledge about the wider world. n Overall, the daily routine is planned well and children understand what will happen next in their day. However, there are some times when the transitions between activities are not as smooth as possible, causing children to become

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need to do better?

18 December 2024 unsettled as they have to wait longer than they are able. At these times, children's usually good behaviour deteriorates briefly. n The childminder has a clear vision for her setting. She knows what she wants children to learn and be able to do by the time they move on to the next stage in their learning. For example, she wants children to be confident and able to form good friendships. The childminder regularly reflects on her practice to ensure that children continue to have a fun time while in her care. n Children enjoy listening to the childminder read them stories. She helps children develop a love for books. The childminder adapts the tone of her voice to enhance children's enjoyment of the story. Children like joining in by imitating the movement of animals in the book, such as slithering like a snake. The childminder encourages children to understand the wider world and gain new

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need to do better?

knowledge from a wide range of dual-language books. As they listen to the books, children develop knowledge of other countries and new languages. n Partnerships with parents and other providers are good. The childminder shares information through daily discussions, both in person and online. The childminder gets to know the families well and builds positive and supportive relationships with them. She uses information from parents to plan targeted activities for children effectively. Parents speak highly of the childminder and talk of how their children have thrived in her care. The childminder communicates with other settings that the children attend. This helps to ensure continuity of care.

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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.

p.3

should:

n strengthen the organisation of the daily routine to minimise waiting times, supporting children's usually good behaviour to continue.

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Setting details

Unique reference number 2693352 Local authority West Sussex Inspection number 10368213 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Bognor Regis, West Sussex. She works from 7.30am to 6.30pm, Tuesday to Thursday, term time only. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for children aged from nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about the children's learning and development, and how she organises the curriculum on offer. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. n Parents shared their views of the setting with the inspector over the telephone. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

18 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.

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Inspection activities

18 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.

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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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