Childminder in West Sussex

Overall effectiveness Outstanding

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

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The provision is outstanding

Children are extremely content with this exceptional childminder. The priority on children's well-being is clear to see as children demonstrate high levels of emotional security and close relationships with the childminder. She teaches children to recognise their emotions and make links between their behaviour and how they feel. The childminder recognises the importance of allowing children time to do things for themselves, helping them to build resilience and confidence.

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The provision is outstanding

The childminder successfully uses children's interests to spark their curiosity. She expertly extends these interests with purposeful direct teaching to make sure that children learn the skills and knowledge that they need. For example, they recall the different foods the hungry caterpillar ate as they talk about healthy eating. Children thrive in this setting. They feel motivated to join in and have exceptionally positive attitudes to their learning.

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The provision is outstanding

The childminder is highly effective at connecting children with the local community. Children frequently visit libraries to learn about communities and take part in charity fundraising events. When children are curious about people who use wheelchairs, the childminder explains what they are for and helps their understanding of differences. This provides children with valuable experiences to interact with diverse groups of people from their surrounding neighbourhood.

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The provision is outstanding

The childminder teaches children how to be healthy and look after themselves. They know how to wipe their noses and put their tissues in the bin. Children manage their own personal hygiene extremely well.

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need to do better?

n The childminder significantly enhances children's communication and language using a wide range of strategies. For example, when the children talk and ask questions, the childminder listens very carefully. She makes sure she responds to each individual child, so they know they are all valued and heard. Quality interactions with children inspire their critical thinking, which leads to meaningful conversations. Children quickly learn from a young age the names of different animals, such as 'armadillo' and 'antelope'. n Children flourish with this exceptionally caring and inspiring childminder. She effectively uses assessments, such as progress checks for children aged between two and three years, to swiftly identify any gaps in children's learning. Children transition to school equipped with an abundance of knowledge and skills. n The curriculum strongly supports children's independence and self-care from a

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need to do better?

young age. For instance, the youngest children learn to chop their fruit using different cutting tools, and participate in dressing themselves. In addition,

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need to do better?

4 June 2025 children learn to care for their belongings by hanging clothes away on hangers when they have finished. The childminder consistently gives children opportunities to practise and master these skills. n The childminder skilfully builds on children's early mathematical experiences throughout the day. She is incredibly confident and positive when she teaches children about patterns and sequencing, which naturally cascades to the children. For example, they work out what is next in a complex pattern sequence of fruit, when they thread these onto skewers at snack time. Children are confident early mathematicians. n Children show impeccable behaviour and good manners at all times. The childminder expertly supports children to contribute to caring about each other and the environment. They listen incredibly well and follow the boundaries the childminder has embedded. For example, when younger children successfully

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need to do better?

match the correct card during a game of 'animal bingo', older children praise them for their efforts and say 'you're so good at learning'. n Relationships with parents are strong to ensure good continuity of learning for children. Parents comment on the fantastic experiences the childminder offers. They appreciate how calm and caring she is. The childminder provides parents, and other settings children attend, with clear information about the children's development. She shares different strategies with parents to try at home, such as supporting potty training. This results in consistent messages for the children. n The childminder is proactive in seeking out opportunities to advance her excellent knowledge and skills. For example, recent training on schemas has helped deepen her knowledge on how children learn and develop. Alongside this, the childminder continues to enhance her practice further by remaining up

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need to do better?

to date with current practice. This helps the childminder to maintain a fresh and motivated approach to her roles and responsibilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open an positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY550099 Local authority West Sussex Inspection number 10398682 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 7 Date of previous inspection 5 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Crawley, West Sussex. She operates Monday to Wednesday, 7.30am to 5pm, during term time, and Tuesdays and Wednesdays, 7.30am to 5pm, during school holidays. The childminder provides government funded childcare.

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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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 June 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

4 June 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

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

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