Blake, Samantha Louise 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 Good

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The provision is good

Children develop strong, trusting relationships with the childminder and any assistants she works with. They feel safe and happy in her care. Children thoroughly enjoy their time with the childminder. They arrive eager to play in the welcoming environment and settle quickly. Children move freely between indoors and outdoors and explore the broad range of engaging activities on offer. This successfully supports their emotional well-being and contributes to their positive behaviour.

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The provision is good

The childminder plans a variety of activities inspired by children's favourite books. For example, older children confidently retell stories from memory. They are encouraged by the childminder to engage younger children and ask them thoughtful questions. This interaction successfully strengthens their social and language skills for the next stage of their learning.

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The provision is good

Children benefit from the childminder's attentive approach to supporting their enthusiasm for active play. For instance, they energetically wash the wheels and roofs of wheeled toys and transform the activity into an exciting car wash experience. Children develop their large-muscle movements to promote upper arm strength and coordination.

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The provision is good

Children benefit from the childminder's consistent approach to managing any unwanted behaviour. For example, they are reminded about appropriate ways to express their feelings and show kindness to their friends. Children learn good social manners through the childminder's own positive role modelling. They thrive in a secure and respectful environment.

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need to do better?

n The childminder collects relevant information from parents about their children's starting points. This helps the childminder identify some learning intentions to build on what children already know and can do from the outset. The childminder keeps parents well informed about the children's daily activities, such as through an online platform. This successfully supports their learning at home. n Children develop their physical skills well. For instance, younger children join pieces of train track together, with support from the childminder. They show a high level of concentration and engagement. Children refine their small motor skills by connecting toy carriages to the engine. They develop good hand-eye coordination. The childminder encourages children to join in back-and-forth interactions while they play. For example, she models the sound 'choo, choo' as they push the train around the track.

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need to do better?

20 March 2025 n The childminder plans a variety of interesting physical and sensory experiences for children. For instance, she includes them in combining ingredients together to make play dough. The childminder shows children how to roll play dough into ball shapes to support their interest in modelling a caterpillar. She counts the balls to support children's mathematical skills. However, the childminder does not always plan activities precisely enough to challenge the individual abilities of children further. For example, at times, activities are general and do not focus on the most important things that children need to learn next. This does not help children to consistently build on their knowledge and skills to fully support their ongoing progress. n The childminder helps children make connections between the features of their family and other families through the play materials she provides. For example,

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need to do better?

she involves parents in helping her collect different clothing for the dressing-up box to value children's individual cultural backgrounds. The childminder resources the mud kitchen outdoors with real cooking equipment. For instance, children enjoy making mud pies in an Indian serving bowl. This helps support children's acceptance of the similarities and differences between their own lives and others. n Children have plenty of opportunities for outdoor play and physical exercise. For example, they play in the childminder's well-organised and resourced garden and visit the local park and farm. The childminder helps children learn about nature and living things. For instance, children show curiosity about the insects staying at the 'bug hotel' and help plant seeds to grow flowers. They develop a good sense of the world around them. n The childminder ensures children maintain good hygiene routines and have a

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need to do better?

healthy diet. Children manage some tasks for themselves. For example, they wash their own hands at a portable sink and cut up their strawberries for their snack. Children are very independent. n The childminder attends training with any assistant she works with to continually enhance what she offers to children. For instance, she has made a numbered abacus for the outdoor environment to help children learn the number sequence.

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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 strengthen planning of activities to focus more precisely on meeting children's individual learning needs.

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Setting details

Unique reference number EY547200 Local authority West Sussex Inspection number 10392314 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 12 Number of children on roll 6 Date of previous inspection 15 August 2019

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Information about this early years setting

The childminder registered in 2017. She lives in West Green, in Crawley, West Sussex. The childminder works with an assistant. She works Monday to Thursday from 8am to 6pm, for most of the year, except for family holidays. The childminder offers government funded places for children aged from nine months to four years.

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Inspection activities

n The inspector talked to the childminder about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder, assistant and children. n The inspector carried out a joint observation of an activity with the childminder. 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 Parents shared their views about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 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

20 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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