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 appear happy and settled. They greet visitors joyfully and get involved in imaginative play with their friends. The childminder fosters close and meaningful relationships with the children. They talk together about their favourite toys and discuss the different activities available to them. Children appear safe and secure.

p.2

The provision is good

The childminder teaches children about respectful and fair behaviour. For example, she encourages children to say thank you as they play together. Children demonstrate a good understanding of what is expected of them. They listen carefully as the childminder talks to them about sharing and taking turns. Children demonstrate high levels of respect for their friends and for the childminder.

p.2

The provision is good

Children have experiences that help them learn new skills. For example, the childminder prepares a play dough activity to support children to build muscle strength in their hands, ready for early writing. Children smile with delight as they squeeze and push the play dough. The childminder teaches children how to use resources, such as rolling pins and scissors. Children skilfully learn new techniques as they explore the different tools. Children gain learning that prepares them for their future education.

p.2

need to do better?

n Children begin to develop a love of reading. The childminder reads with enthusiasm. Children listen attentively and ask questions about what they can see in the book. Together, they are immersed in the narrative of a story about a shark. Children follow the story well and make predictions about what might happen next. n Children become confident communicators. The childminder engages in conversations with children regularly. She repeats words clearly and slowly to support them to learn different speech sounds. The childminder introduces vocabulary into games, such as 'volcano' and 'pterodactyl'. Children proudly practise these words for themselves. The childminder supports children's language development well. n The childminder's curriculum successfully covers the different areas of learning. The childminder plans carefully to build on what children know and can do. However, occasionally, activities do not provide appropriate challenge for all

p.2

need to do better?

children, to extend their focus on learning. Consequently, at times, they become disengaged and move on to another activity. n Children have access to a wide range of media and materials to explore their creativity. The childminder provides children with opportunities to develop their own structures and art work. She also regularly links crafting projects with festivals they have been learning about, such as Chinese New Year and Diwali.

p.2

need to do better?

23 April 2025 The childminder recognises the importance of building children's confidence to think and design for themselves. Children are expressive and imaginative in their play. n The childminder plans purposeful learning activities to teach children about how their bodies move. For example, she provides hoops in the garden and shows children how to throw beanbags into them. Furthermore, the childminder takes children out to parks to encourage them to explore their abilities. She plans to teach them about balance, control and managing appropriate risks on equipment. Children's physical development is supported well. n The childminder intends to build children's emotional literacy in preparation for the next stage of their education. However, the childminder does not consistently support children to recognise their feelings, such as during difficult transitions throughout the day. For instance, on occasion, children struggle to

p.2

need to do better?

move confidently between activities and mealtimes. This means that, at times, children do not gain the information they need to enable them to express how they are feeling, as intended. n The childminder is proactive at building partnerships with other professionals. For example, she creates channels of communication between herself and other early years settings that children attend. Together, they share information about children's learning and implement collaborative plans to support children's development. Through this, children benefit from a shared approach to their education. n Parents speak highly of the childminder. They receive frequent updates about children's progress. The childminder provides parents with information about how to support children at home, for example, with trying new foods and beginning to use the toilet. Parent partnerships are secure.

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 provide further challenge during activities to increase children's focus on learning n promote children's understanding of the language of feelings and emotions.

p.3

Setting details

Unique reference number EY544027 Local authority West Sussex Inspection number 10394682 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 19 September 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Shoreham-by-Sea. She operates on Monday and Wednesday, all year round from 8.30am to 5.30pm. The childminder holds an early years foundation degree. She provides government funded childcare for eligible children between nine months old and four years old.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. 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 of the setting with the inspector.

p.4

Inspection activities

23 April 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

23 April 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