Jackson-Robson, Tonia Dawn

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

p.1

The provision is good

Children wave goodbye to their parents as they come inside to join their friends. They receive a warm and friendly greeting from the childminder and her assistants. Children sit down at the table and talk together about their experiences at home. For example, children discuss family birthday celebrations. Children feel safe and secure as they engage confidently with the childminder and their friends.

p.2

The provision is good

The childminder has high expectations for children's behaviour. She consistently models positive language, such as 'please' and 'thank you'. The childminder recognises opportunities to talk to children about how to take turns. For example, when children both want the same toy, she talks to them about sharing and kindness. Children learn about respect for others.

p.2

The provision is good

Children benefit from a broad curriculum that teaches them about the world around them. The childminder enriches children's experiences with many opportunities to learn outdoors. For example, children learn to care for animals and to build tools in the forest. Furthermore, children learn about their community. The childminder takes children to visit a local recycling centre. She plans activities such as these to encourage children's understanding of caring for the environment. Children learn about sorting different materials and how they will be recycled.

p.2

need to do better?

n Children have a keen interest in books. They access them with excitement throughout the day. For example, younger children happily get books from the shelf and learn to turn the pages. The childminder promotes children's curiosity by checking children's understanding and comprehension as she enthusiastically reads to them. Together, they talk about the frogs and lily pads in the story and link it to their real-life experiences. Children's love of reading is increased as they engage in their learning and play. n The childminder and assistants recognise how to promote children's growing language skills. The childminder regularly engages them in conversations. Older children excitedly talk with interest about their parents' jobs, for example. The childminder interacts closely with babies to develop their vocabularies. She teaches them words such as 'book' and 'cup' as they play. Children begin to communicate confidently.

p.2

need to do better?

n Children enjoy the activities provided for them. For example, they play with clay and use tools to make different patterns. However, at times, information is not presented clearly to children to develop their understanding of the subject matter being taught. This means that, occasionally, children do not consistently gain intended learning from planned activities. n Children run freely outdoors. They explore their physical skills as they joyfully

p.2

need to do better?

14 March 2025 play chasing games with their friends. Children are encouraged to try hard as they learn to use small bicycles and scooters. The childminder builds on children's enjoyment of the outdoor environment. For example, she takes them to local woodlands and green spaces. Children experience a broad range of learning environments. n The childminder completes children's personal care routines with respect. For example, she kindly asks children if she can change their nappy. The childminder talks to children sensitively about what she is doing and discusses their activities for the day. Furthermore, when the childminder recognises that children need to sleep, she calmly settles them. Children's emotional security is supported well. n The childminder builds links with local professionals. For example, she occasionally works with health visitors to support children. Together, they implement plans to support children's continued progress. The childminder also

p.2

need to do better?

creates partnerships with local schools to promote children's transition to their next stage of education. Children receive a shared approach to their learning. n Parents speak highly of the childminder and assistants. They explain they feel frequently informed about their child's progress and development. For example, they regularly receive communication about learning achievements throughout the week. Parents also receive information to support them with learning activities to try at home. Parent partnerships are highly effective.

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 present information clearly to children to ensure all children gain intended learning from planned activities.

p.3

Setting details

Unique reference number EY241618 Local authority West Sussex Inspection number 10375857 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 18 Number of children on roll 18 Date of previous inspection 7 May 2019

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Rudgwick, West Sussex. The childminder is qualified to level 3. She works with three assistants, two of whom work on different days of the week. The childminder operates her service from 7.30am to 6pm, Monday to Friday. The childminder provides government-funded early education for children between the ages of nine months and 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 early years foundation stage curriculum. n Assistants spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The childminder and the inspector carried out a joint observation of a group activity. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

14 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

14 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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