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 happy and settled. They arrive with excited smiles, ready to begin their day. The childminder, who also works with two other childminders, greets children warmly to this welcoming, home-from-home setting. Babies find comfort and reassurance as they cuddle up with the childminder. They joyfully play games together. Babies giggle with enjoyment in the ball pit as the childminder introduces new words such as ball and roll. Children feel safe and secure.

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The provision is good

The childminder has high expectations for children's behaviour. She promotes this positively and reminds children to be aware of others. Furthermore, the childminder thanks children for their kindness when they share and take turns, for example. This promotes children's understanding of how to treat each other respectfully.

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The provision is good

Children enjoy a varied curriculum that increases their knowledge. For example, the childminder plans focused activities to develop children's understanding of shapes and colours. Children enjoy creative sorting and matching activities. The childminder also takes children on exciting number walks out in the local community. Children are supported to develop an early understanding of mathematical concepts and language.

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need to do better?

n The childminder increases babies' early communication development. She interacts closely with them to ensure they can see and hear her clearly. The childminder uses mealtimes to increase babies' use of gestures as she talks to them about their needs. Babies' language skills are effectively promoted. n The childminder has a clear knowledge of how to use assessment well. She plans activities to create exciting learning experiences for children. However, the childminder does not consistently gain information from parents to understand what children's starting points are. This means that, at times, the childminder is not fully aware of what children already know and can do to plan effectively for their future learning. n Overall, most areas of the childminder's curriculum are implemented well. For example, children become highly engaged in activities that teach them about numbers. The childminder regularly counts with children and talks to them about

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need to do better?

the different numbers they can see around them. However, the literacy curriculum is not embedded as consistently. For example, at times, children do not regularly have access to books. Furthermore, they do not receive frequent opportunities to look at them with adults throughout the day. This means that children's love of reading is not consistently promoted as intended. n Children enjoy exploring in the exciting garden. The childminder provides balancing equipment and push-along cars to encourage children's physical

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need to do better?

19 February 2025 movement. Furthermore, children develop control as they scoop coloured rice with large spoons and ladles. The childminder supports children and engages imaginatively with them as they explore in the outside kitchen. Children are excited and motivated in their play. n The childminder increases children's understanding of feelings and emotions. When she recognises a child is feeling unsettled, the childminder provides reassuring cuddles and conversation. She talks to them about different colours and uses props to support children in representing how they feel. Children receive effective support to increase their ability to articulate their emotions. n The childminder completes babies' personal hygiene routines with care and respect. She sensitively talks to them as she changes their nappies. The childminder sings to babies and explains what she is doing. They giggle and babble in response as they interact with the childminder. Babies' emotional

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need to do better?

security is supported well. n The childminder plans exciting outings. For example, she takes children to the local beach and different parks. She plans these outings to encourage children to explore and to teach them about the environment. The childminder also intends to use these opportunities to teach children about road safety. Children receive experiences that enhance their awareness of their local area and how to keep themselves safe.

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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 gather further information from parents about children's prior knowledge and skills to inform effective planning for children's future learning n increase opportunities for children to access and enjoy books to further promote their love of reading.

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Setting details

Unique reference number 114677 Local authority West Sussex Inspection number 10380897 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 6 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Littlehampton, West Sussex. She operates all year round from 8am to 6pm, Monday to Friday. The childminder provides government funded early education for children aged from nine months to four years. She also works with two other registered childminders. The childminder has an appropriate childcare qualification at level 3.

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Inspection activities

n The childminder spoke to the inspector about their early years curriculum. n The inspector observed interactions between the childminder and the children. 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 provided the inspector with a sample of documentation on request.

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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

19 February 2025 19 February 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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