Childminder in East 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 Good

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The provision is good

Children thoroughly enjoy their learning experiences at this warm and welcoming childminding setting. They are eager to take part in the varied range of activities that the childminder plans based on their interests and needs. She understands the most important things that they need to learn next and constantly seeks ways to make activities interesting and fun. The childminder has high ambitions for what all children can achieve and is quick to offer extra support in any areas they might need it. This helps all children make good progress in their learning and development.

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The provision is good

The childminder makes it a priority to ensure that children feel safe and secure. She develops warm emotional bonds with the children she cares for and gets to know them very well. Children are happy and comfortable. They go to the childminder readily for comfort and cuddles. The childminder is calm and consistent in reinforcing her expectations, which supports children to behave well. For example, children understand that they should wait for their turn to speak, and show care and concern for their friends, making sure they are not upset.

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The provision is good

Under the childminder's guidance, children become highly independent. The childminder encourages them to do simple tasks for themselves as soon as they are able to. They confidently manage tasks for themselves such as washing their hands and putting on their shoes and hats. They willingly help tidy up activities and set up the table for lunch. They gain useful skills to help prepare them for moving on to school.

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need to do better?

n The childminder constantly reflects on what she does and seeks new ideas and inspiration to continually develop the provision. For example, she has made good use of professional development opportunities to introduce new activities for children to support their communication and language skills. She makes sure any assistants she works with are also supported effectively to develop and extend their early years practice. This helps children experience consistently good quality learning interactions. n Communication and language are at the heart of the childminder's curriculum. The day is filled with conversations, stories and songs. The childminder emphasises new words to help expand children's vocabularies, such as 'slithery' and 'solution'. Children confidently express their ideas as they describe what they think should happen next in a story. They become capable communicators. n Older children eagerly take part in planned activities. For example, the

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need to do better?

childminder skilfully supports them as they use props to make up a story that includes a character, a setting and a problem to solve. Children are highly

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need to do better?

23 May 2025 engaged. With the childminder's gentle guidance and support, they show wonderful concentration and imagination as they each contribute to the tale. At times, however, when the childminder cares for children of a wide age range, experiences for younger children are less precisely planned. Occasionally, this means some children are not as fully immersed in their learning. n There are good opportunities for children to practise their mathematical skills during day-to-day routines. For example, the childminder asks children to help prepare for lunch by placing tubs of food on the table, directing them to place their tub 'behind', 'on top of' or 'next to' other items. Children are keen to show their knowledge as they work out where she means. n There are successful strategies in place to help children learn to manage their own behaviour. The childminder is consistently kind, calm and reassuring. When

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need to do better?

children struggle with their emotions, she skilfully supports them to recognise and resolve how they feel. For example, she helps children write their worries down and they feed it to the 'worry monster' to help it go away. n The childminder values each child as a unique individual. She works hard to make sure she offers an inclusive setting where children show each other courtesy and respect. Children learn about their local community, for instance through outings and visits. They find out about some different traditions and events, such as Diwali and Chinese New Year. However, the childminder has not fully extended opportunities for children to share their home languages, backgrounds and experiences, and learn about different cultures, lifestyles and beliefs in more depth. n There are positive partnerships with parents. The childminder works with them closely to share information and ensure children benefit from a consistent

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need to do better?

approach to their learning and care. For example, she offers parents activity packs to share with their children at home and encourages parents to contribute their own observations about their child's development.

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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 enhance planning for the occasions when a mixed-age group is present, to more precisely consider the younger children's learning needs n strengthen support for children to share their own backgrounds and experiences, and to learn about different lives and communities.

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Setting details

Unique reference number EY362511 Local authority East Sussex Inspection number 10392090 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 6 Number of children on roll 11 Date of previous inspection 1 August 2019

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Information about this early years setting

The childminder registered in 2007. She lives in Seaford, East Sussex. She operates from Tuesday to Friday, from 8am to 5.15pm, for most of the year. She works with an assistant. The childminder receives funding to provide early education for children aged from nine months old. She has a relevant qualification at level 5.

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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 curriculum. n The inspector observed the quality of education being provided, indoors and outdoors. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 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.

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Inspection activities

23 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.

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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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