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 Requires improvement

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The provision is good

Children are relaxed, settled and very happy in the childminder's care. They demonstrate that they feel safe and secure as they create meaningful pictures for the childminder, showing pride as they present them to her as 'gifts'. The childminder provides children with lots of meaningful praise. This helps children to feel good about themselves.

p.2

The provision is good

The childminder supports children's developing communication and language skills well. For example, she engages children in regular discussions and narrates play for those who are at an earlier stage. Children develop a broad vocabulary as the childminder introduces new words, such as 'cocoon' and 'Saturn', during children's play. Children develop a love of books and thoroughly enjoy dressing up as their favourite characters and re-enacting stories with friends. This helps children to become effective communicators.

p.2

The provision is good

The childminder supports children's behaviour well and helps them to find solutions to conflicts. For instance, children learn to work in collaboration when they both want to count a row of items. The childminder helps children to learn that they can do the task together by starting at opposite ends and checking that they both have the same amount. This helps children to resolve their issues swiftly, while developing their friendships.

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need to do better?

n The childminder promotes children's early understanding of mathematics as she incorporates new concepts into their play. For example, children hunt for printed caterpillars and butterflies the childminder has hidden in the garden. She introduces positional language, such as 'behind' and 'next to', as she provides children with clues. After all the items have been found, the childminder encourages children to count and compare the number of items, slowing them down to ensure they count each one. The childminder extends the activity for those who are ready for more challenge by introducing size. This helps to prepare children well for their next stage in learning. n Children have access to first-hand experiences that help them to learn about the world around them. For instance, during outside play, children point as they see an aeroplane in the sky. The childminder uses this as an opportunity to recall a

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need to do better?

recent trip to an airfield. Children excitedly talk about the types of aircraft they watched 'take off,' 'land' and 'refuel'. The childminder introduces books to extend children's knowledge further. For example, children learn that 'hot air rises' as the childminder explains how hot air balloons stay in the air. This helps children to make deep connections within their learning. n The childminder provides children with good opportunities to develop their

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need to do better?

6 March 2025 physical skills. For instance, after reading a story about a caterpillar, the childminder challenges children to move their bodies like the character from the story. Children follow the childminder's instructions as they lay on their tummies and move their bodies. This helps them to develop their coordination. Children develop their fine motor skills as they enjoy making meaningful marks. For instance, they concentrate as they use a range of tools to decorate their butterfly pictures. This helps to provide children with the skills they will need for future writing. n Overall, the childminder introduces equality and diversity into the curriculum well. For instance, she adds resources to initiate discussions around occupations that challenge gender stereotypes. However, the childminder does not always consider how her curriculum reflects and promotes children's own heritage. This means that not all children have the same meaningful opportunities to learn

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need to do better?

about what makes them unique. n Partnerships with parents are effective. The childminder shares information with parents in a range of ways. For example, she operates a 'communication book' system that promotes a two-way flow of information between the setting and home. This helps to keep parents up to date with children's care and learning. Parents speak highly of the progress children make while in the childminder's care and describe her as 'highly capable and dedicated'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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should:

n help children to learn and celebrate what makes them unique by providing a curriculum that thoughtfully reflects children's individual heritage and culture.

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Setting details

Unique reference number 155435 Local authority West Sussex Inspection number 10354575 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 13 Date of previous inspection 23 April 2024

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Information about this early years setting

The childminder registered in 2001 and lives in the West Durrington area of Worthing, West Sussex. She operates from 8am until 6pm, Monday to Friday, all year round. The childminder provides funded early education for two-, three- and four-year-old children. She has a level 3 childcare qualification.

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Inspection activities

n The childminder and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to the childminder and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector sampled written feedback from parents during the inspection and took account of their views.

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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

6 March 2025 6 March 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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