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 use their imaginations as they play with toy dolls with the childminder. Together, they joyfully set up tents with blankets and pretend they are camping. Babies have close and meaningful relationships with the childminder. They sit on her lap as she encourages them to explore different toys, such as blocks and vehicles. Children feel safe and secure.

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The provision is good

The childminder encourages older children to understand the needs of babies. For example, she talks to them about how they can share kindly with them as they build towers. Furthermore, the childminder encourages children to participate in tidy-up time. She offers positive praise as children join in enthusiastically. Children begin to understand what is expected of them.

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The provision is good

The childminder creates a curriculum that focuses on preparing children for the next stage of their education. For example, the childminder regularly includes learning about mathematics in her activities. She counts with children and uses descriptive language, such as 'tall' and 'short'. Children engage for long periods and describe their structures as 'huge' and 'beautiful'. Children are interested in their learning and begin to develop knowledge of mathematical concepts.

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need to do better?

n The childminder supports children's imaginations as they excitedly play with pretend food. She promotes babies' language skills as she introduces them to words, such as 'peas' and 'cup'. Babies respond with excitement as they try to imitate the sounds the childminder makes. Communication and language is supported well. n Children have access to a range of interesting trips to enrich their learning. For example, the childminder takes them to local ponds to teach them about nature and wildlife. Children talk excitedly about what they have seen out in the local community. For example, they explain how they saw a very friendly goose on their outing. Children speak with joy about the interesting experiences they have with the childminder. n Children enjoy participating in action songs as the childminder sings to them. This encourages their understanding of rhyme and language. However, the childminder's literacy curriculum is not always implemented consistently. For

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need to do better?

example, children do not have frequent access to books or opportunities to have stories read to them throughout the day. Consequently, children's love of reading is not consistently increased. n The childminder offers children learning experiences she knows they will enjoy and that will encourage them to focus for prolonged periods of time. For example, children enjoy playing on bicycles and slides in the childminder's

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need to do better?

3 March 2025 garden. She engages them in ball games so they can practise how to catch and throw accurately. The childminder also plans outings to local parks to encourage children to climb and explore on different equipment. Children's physical development is supported well. n The childminder teaches children about the local community. She takes them on bus trips to learn about different forms of transport. The childminder also takes children to local community facilities for elderly residents. Together, they talk about how other people in the wider community live. Children receive teaching that increases their understanding of similarities and differences between themselves and others. n Children's care needs are managed promptly and sensitively. For example, nappy changing routines are carried out in a highly respectful manner to promote children's emotional security. However, at times, the childminder does not

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need to do better?

implement routines to promote children's understanding of good health. For example, children do not consistently learn about handwashing at mealtimes. This means that, at times, children do not learn about healthy practises that promote a healthy lifestyle. n The childminder works well with other settings that children attend. For example, she collaborates with them to monitor children's development. Together, they share progress information and make plans for children's future learning. Through this, children benefit from a shared approach to their education and care. n The childminder evaluates her knowledge frequently. She considers her curriculum and plans her professional development accordingly. For example, when the childminder wants to know more about supporting children with special educational needs and/or disabilities, she engages in purposeful training. This means that teaching standards are regularly raised for children.

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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 develop the literacy curriculum further to increase opportunities for children to enjoy stories and books n provide opportunities for children to gain consistent messages about healthy lifestyles.

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Setting details

Unique reference number 114320 Local authority West Sussex Inspection number 10380463 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 5 Number of children on roll 6 Date of previous inspection 11 June 2019

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Information about this early years setting

The childminder registered in 1991 and lives in Midhurst, West Sussex. She operates Monday to Friday, from 8am to 6pm, all year round, except for family and bank holidays. The childminder provides government funded early education for eligible children between the ages of nine months old and four years old.

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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 interactions between the childminder and the children. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key 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

3 March 2025 3 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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