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

The childminder places children's well-being at the heart of her setting. She gets to know each child well and is warm and attentive to their needs. Children feel safe and comfortable in the childminder's care.

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The provision is good

Children benefit from a varied curriculum that takes their interests into account and helps them move forward in their development. The childminder plans new adventures that broaden children's experiences, such as an outing on the bus to somewhere they have not been before. She balances this well with familiar activities, where children can practise and become more confident in using the skills they already have. For example, children are excited to practise cutting up the play dough with a range of tools that they have used before. The childminder adds new materials to a familiar activity of making 'potions'. She encourages children to explore and experiment as they find out what is inside a teabag or discover what happens when they add water to flour.

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The provision is good

The childminder calmly and gently guides children to help them understand her expectations, such as sharing resources and being kind to their friends. Children behave well and are settled and secure. They grow in confidence and independence and are well prepared for their future learning.

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need to do better?

n The childminder makes careful assessments of children's progress and development. She has a good understanding of individual children's learning needs and quickly notices any areas where they may need more support. She considers how to make sure that each child can join in with activities according to their needs and abilities. For example, older children use tools to spread toppings on their pizza, while those who are younger use their hands to add cheese. This approach contributes towards the good progress that all children make in their development. n Children engage with activities happily. The childminder has a clear idea of what they need to learn next to build on what they can already do. However, at times, she does not plan activities precisely to focus on the skills and knowledge that children need to learn the most. For example, sometimes the aims for activities are very broad and children have so much choice that they do not gain fully from

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need to do better?

the intended learning. n Communication and language are supported well. The childminder offers daily opportunities for children to listen to stories and sing songs. She supports children to add words together into longer sentences as they practise singing their favourite rhyme. She listens carefully to children and encourages them to join in with conversations. Children are eager to share their ideas and quickly

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need to do better?

22 January 2025 extend their vocabulary. n There is lots of encouragement for children to strengthen their self-care skills and do things for themselves. Each day, children help make their own lunch with the childminder's support, choosing and adding fillings for sandwiches and pitta pockets, or spreading their own toppings. The childminder encourages children to independently manage tasks, such as pulling up zips and putting on shoes, and offers warm praise for their achievements. n If children struggle with their emotions, the childminder offers gentle support to help them calm down and express how they feel. She is patient and kind, acting as a good role model to help children learn how to treat others with respect. She gives clear explanations so that children understand the rules, such as why they need to be careful with equipment so they do not accidentally hurt their friends. n Partnership with parents is strong. The childminder communicates with parents

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need to do better?

effectively on a day-to-day basis. She shares regular messages and photos and talks to parents every day to provide feedback about their child's routines, activities and achievements. Parents are also kept well informed about the next steps for children's learning, for example, through a termly report. However, the childminder has not yet fully extended arrangements for helping all parents continue learning with their children at home, to build further on her shared approach. n The childminder constantly reflects on her practice. She makes good use of local meetings and online resources to keep up to date and build on her knowledge. She is highly motivated to continually develop her practice, for example, by making further use of opportunities for professional development.

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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 planning to focus more precisely on clear learning aims for activities to further support children's progress n enhance the arrangements for sharing information with parents to help them continue children's learning at home.

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Setting details

Unique reference number 2691491 Local authority West Sussex Inspection number 10367722 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Worthing and cares for children from 7.30am to 4pm from Monday to Thursday all year round. She offers governement funded places for children aged from nine months to four years. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The inspector viewed a sample of key documentation.

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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

22 January 2025 22 January 2025 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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