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 Met

p.1

The provision is good

Children are very well settled in the home of the childminder. This enables them to fully engage with the learning experiences that the childminder provides for them. The childminder is warm and gentle. She gives children the respect they deserve, and this has a positive influence on their behaviour. Children show kindness and care for each other. The childminder reminds children to include each other in their play ideas. Consequently, children develop friendships and become more confident in their social skills.

p.2

The provision is good

The childminder recognises the importance of exposing children to rich language opportunities. Children have access to a range of books, and the childminder very regularly reads stories to children. This helps them to hear more vocabulary and supports their early literacy skills. The childminder narrates children's play, models language and introduces new words to children. Children make progress in their communication and develop into articulate and confident talkers.

p.2

The provision is good

The childminder provides activities for a range of ages and abilities. Children show high levels of engagement and curiosity. For example, babies become engrossed in a sensory activity where they learn how to pour and transport rice into containers. Older children find links between sounds and letters. They become inquisitive about wild animals as they childminder reads the 'Dear Zoo' book. The childminder explains that elephants use their trunks to eat with and pick things up. She explains the purpose of a camel's hump which prompts more questions from children.

p.2

need to do better?

n The childminder is committed to her own professional development. She identifies her own training needs which positively impacts children's learning experiences and care. The childminder liaises with other educational settings, such as schools. She shares important information so that children are fully supported in their transition to school. n The childminder has effective systems in place to monitor and track children's progress. She effectively uses observation and assessment and identifies if children need additional support. This helps her to plan what children need to be learning next based on their interests and existing knowledge. All information is shared with the parents who provide extremely positive feedback about the high standard of quality and care that their children receive. n The childminder ensures that all children have valuable learning experiences outside of her home. For instance, she takes children to explore stately home

p.2

need to do better?

gardens to help them learn about the natural world. She organises children to meet up with other larger groups of children from different backgrounds. These

p.2

need to do better?

7 May 2025 experiences teach children about the diverse world in which they live and about the local community. Children look forward to walks in the woods and running around in the fresh air. n The childminder takes time to get to know children well. This helps her to deliver a curriculum that caters to children's learning and development needs. However, there are some occasions when the more confident children can demand more of the childminder's attention and younger children can occasionally be overlooked. n The childminder forms strong bonds with children. This helps children to feel emotionally secure. Children are confident and demonstrate high self-esteem. The childminder places a high priority on ensuring that children receive the love, security, and care that they need. n Children are learning about healthy lifestyles. The childminder uses routines, such as mealtimes to talk about the benefits of fruits and vegetables. Children

p.2

need to do better?

engage in daily physical activities, such as dancing. Babies are given the space to move around and 'cruise' in preparation for walking. The childminder encourages children in teeth-brushing activities and provides helpful advice for parents whose children are reluctant to brush their teeth. n The childminder weaves mathematical language into children's play. During sensory activities she encourages children to count slowly and identify numbers. She talks to older children about adding numbers together to make bigger numbers. They learn that a number nine has a straight side, and the number six has a curly side. Younger children learn concepts, such as 'more' and 'heavy' and the childminder names the colours of containers as children play with them. n The childminder sets high expectations for children's behaviour and is an excellent role model. Children are aware of the rules and boundaries. They behave very well and show respect for each other and the childminder.

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 ensure all children receive as much attention and support as older more articulate children, making sure all children's learning needs are consistently met.

p.3

Setting details

Unique reference number EY543564 Local authority West Sussex Inspection number 10398324 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 3 Number of children on roll 6 Date of previous inspection 15 October 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Pound Hill, Crawley. She operates all year round from 8am to 5.15pm, Monday to Thursday. The childminder holds a relevant childcare qualification at level 2. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The inspector conducted a learning walk with the childminder to establish the priorities for the curriculum. n A joint observation was completed and discussed with the childminder. n The inspector observed the quality of education during activities and daily routines to assess the impact this has on children's learning. n The inspector held a discussion with the childminder in relation to the leadership and management of her setting. n Parents shared their views with the inspector. n The inspector spoke with the children at suitable times during the inspection.

p.4

Inspection activities

7 May 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.

p.4

Inspection activities

7 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6