Childminder EY431438

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

The childminder knows the children well and creates a nurturing environment where children feel emotionally secure. For example, when children experience moments of frustration, the childminder responds with warmth and patience and supports them to overcome the issue. She has high expectations for behaviour and supports children to wait, take turns and share resources, using praise to encourage positive behaviour. Children respond to her instructions and know the routines well.

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The provision is good

Children benefit from activities that support their physical development, such as mark making with chunky pens, dressing dolls and threading string through coloured bottle tops to make caterpillars. This strengthens children's fine motor skills. The childminder extends children's learning beyond the setting with regular trips to explore their community and engage with new experiences. For example, they regularly visit parks, historic sites, playgroups, libraries and other childminding settings. These visits help support children's social skills, physical development and understanding of the world.

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The provision is good

Children's voices are valued, building on their confidence. For instance, the childminder offers them choices in their play and tailors activities to their preferences. She talks with them about their interests and past experiences. This supports children's engagement and focus and their readiness for the next stage in their learning.

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need to do better?

n The childminder has reflected and acted on her previous inspection recommendation to make the playroom a more welcoming and inviting learning space for children. For example, the room has a range of toys and activities that support the areas of learning. The childminder organises resources into labelled cupboards and boxes with pictures so that children can easily access them. n The childminder has a secure understanding of each child's stage of development and actively supports children's individual needs, including those with special educational needs and/or disabilities (SEND). For instance, she has undertaken training to build on her understanding of SEND and works with other professionals such as speech and language therapists to create support strategies. n Children have meaningful next steps that extend their learning, and the childminder uses purposeful interactions and activities to help them achieve

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need to do better?

these goals. For example, she encourages children to find the first letters in their name on a sound chart and supports them to trace over their names on display. This helps promote children's early literacy skills.

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need to do better?

8 July 2025 n The childminder fosters children's language development well through stories, shared play and planned activities. She broadens children's vocabulary, using words such as 'massive' and 'stegosaurus' when reading a book about dinosaurs. Children are eager to share their favourite stories, and they listen and join in with interest as the childminder reads with expression and discusses parts of the story with them. She asks them questions to extend their learning and gives children time to think about their answers. These moments support a shared love of stories and build on children's communication skills and understanding. n Children benefit from activities and structured routines that encourage their independence. For example, the childminder supports children to make choices about their play and to manage their personal care tasks, such as using the toilet and washing their hands. During snack time, she encourages them to peel

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need to do better?

their bananas and use forks to mash and scoop the fruit on to their rice cakes. n The childminder demonstrates awareness of the cultural backgrounds of children in her care and engages families in discussions about traditions. However, she has not fully extended opportunities for children to explore and share their own cultural identities in the setting. This does not fully support children to develop an understanding of what makes them unique or promote an appreciation of similarities and differences. n Children are supported well with their transition to school, and the childminder works effectively with local schools. For example, she completes detailed transition forms that outline children's interests and developmental needs, and uses school readiness checklists to inform planning. She engages children in conversations about their upcoming transition and uses visual aids, such as photographs of school uniforms, to help them prepare emotionally. However, the

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need to do better?

childminder has not yet established effective partnerships with other nurseries that children attend. This does not fully support a consistent approach to children's learning and development outside of her own setting. n The childminder has appropriate arrangements to communicate with parents and carers, such as verbal exchanges at drop-off and collection, regular photo updates and email correspondence. Parents value the childminder's commitment to organising regular outings and comment on the positive impact she has had on their children's progress.

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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:

8 July 2025 n extend support for children to learn about other cultures and share their own cultural traditions n strengthen arrangements for working with other settings that children attend.

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Setting details

Unique reference number EY431438 Local authority East Sussex Inspection number 10399817 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 12 Date of previous inspection 16 December 2019

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Information about this early years setting

The childminder registered in 2011. She lives in Telscombe Cliffs, Peacehaven, in East Sussex. She cares for children from 7am to 7pm each weekday throughout the year. The childminder holds a relevant childcare qualification at level 3 and provides government-funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about the children's learning and development. n The children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector took account of parents' views.

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Inspection activities

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

8 July 2025 8 July 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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