Best, Lesley-Anne

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children enjoy their time immensely and make good progress at this welcoming setting. The childminder considers children's interests and what they enjoy when she is planning a wide variety of stimulating activities. The childminder is enthusiastic and thoroughly enjoys her role. Children find activities interesting and are eager to take part. They demonstrate a good attitude to their learning and persevere when challenges occur. For example, the childminder offers gentle encouragement to children when their tower topples over. She offers suggestions on how to stack the cups. As a result, children beam with delight when they are successful. The childminder praises them for not giving up.

p.2

The provision is good

The childminder is kind and gentle. Her approach helps children feel settled, safe and secure. She offers comfort and reassurance when needed. The childminder provides clear boundaries so that children understand how to behave well. Children are taught how to understand and express their feelings which supports their emotional well-being. The childminder is knowledgeable about children's development. She understands children's unique personalities and uses what she knows about them to plan and deliver educational activities effectively. As a result, all children, including those with special educational needs and/or disabilities make progress in their learning.

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need to do better?

n The childminder, who works with a co-childminder and assistants, provides opportunities for further training which complements the already strong practice in the setting. She regularly consults with parents and shares their children's progress with them. The childminder works with other professionals to ensure that children who need it most are given targeted support which effectively helps to close the gap in their learning. n The childminder effectively builds on children's language skills. For instance, she offers explanations and provides a narrative to children as they engage in activities. Children quickly learn new vocabulary and then they use these new words in their play. The childminder is skilled and consistently supports children to think things through and follow their own ideas to further extend their thinking and communication skills. n Overall, the childminder plans activities that excite and motivate all children to

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need to do better?

learn. She uses routines, such as snack time to ignite children's curiosity. For example, children learn about a dragon fruit, they touch, taste and smell it. They are invited to make suggestions about why it got such a name. Children are excited to talk about the skin and how it reminds them of a dragon. However, there are times when the childminder does not consider fully the needs of younger children who find it difficult to focus and join in and get the most out of

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need to do better?

13 March 2025 some activities. As a result, some children do not always benefit from the same rich learning experiences as other children. n The childminder supports children's independence skills well. She has a strong focus on helping prepare children for their future learning, such as starting school. For example, the childminder encourages children to manage small tasks, like feeding themselves and putting on an apron. She organises the environment so that children can help themselves to resources and make decisions. Children select activities confidently and learn to ask if they need some help. n The childminder understands how children learn, including how to support their physical skills. She is aware of how important the small hand muscles are for future writing and provides activities so that children can develop their dexterity in this area. For example, children are taught how to patiently thread laces on to

p.2

need to do better?

wooden shapes. They engage in a sand mixing activity where they manipulate malleable sand and use small cutters to cut out shapes. n The childminder's curriculum is full of rich learning experiences. She plans a range of activities and visits to broaden children's learning. For example, children regularly visit their beach hut and enjoy having adventures on the beach. In the garden, children plant and harvest the vegetables they planted as seeds and observe how they have grown. Children visit local parks and go for educational walks in the community. This helps children to understand the world in which they live and enjoy experiences that they may not have had previously.

p.3

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 improve the delivery of some adult-led activities and routines to ensure that all children, particularly younger or quieter children, fully engage and benefit from the learning opportunities.

p.3

Setting details

Unique reference number 113953 Local authority West Sussex Inspection number 10388350 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 8 Number of children on roll 13 Date of previous inspection 8 July 2019

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Information about this early years setting

The childminder was registered in 1992 and lives in Littlehampton, West Sussex. The childminder works with her co-childminder and assistants. She operates all year round from 7.30am to 5.30pm, Monday to Thursday. The childminder holds a relevant childcare qualification at level 3. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about the children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this has on children's learning. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 March 2025 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

13 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

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