Childminder 2704084

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder is nurturing and fosters strong bonds with the children she cares for. As a result, children of all ages demonstrate they feel safe and happy in her care. They confidently seek her out for support and reassurance and to join their play. Children's voices are heard and respected by the responsive childminder. This helps them feel valued and develop a secure sense of themselves as their individual uniqueness is positively promoted.

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The provision is good

Children have access to a broad and balanced curriculum. The childminder is thoughtful in her approach to children's learning. She plans activities that she knows children will enjoy and incorporates their own curiosities, as well as meeting their individual developmental needs. Consequently, children engage well and show motivation to learn and explore. This supports all children to make the good progress they are capable of.

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The provision is good

The childminder is a positive role model for children of all ages. She has high but appropriate expectations for their behaviour and relays these through consistent messages to children. When minor conflicts arise, children are well supported. For instance, the childminder is quickly on hand to gently support and facilitate turn taking. This helps children to understand their own and others' emotions. These opportunities help all children to develop a clear understanding of behavioural expectations as they learn empathy and kindness within their early friendships.

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need to do better?

n The childminder offers a daily pick-up and drop-off service for families. She also takes children on regular outings into the local community. This broadens children's social connections and enriches their experiences and understanding of the world around them. The childminder considers risk assessments well and teaches children how to keep themselves safe. For example, when on outings, she reminds children to stop, look and listen as they prepare to cross the road. However, due to an oversight, the childminder has not ensured the vehicle used to transport children is adequately insured. However, she is taking immediate action to put this right. n The childminder implements a well-thought-out educational programme. As a result, children excitedly become absorbed in activities. The childminder plans tailored next steps for the children, building upon what they already know before introducing new skills and knowledge. She knows what she wants to teach

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need to do better?

children next, and why. This sets children up for future success. n Children's communication and language development is well supported. Younger children have opportunities to hear simple, repetitive, clearly spoken words. Older children have opportunities to develop their conversational skills and learn

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need to do better?

29 May 2025 new words in context, such as 'petal' and 'stem'. This supports all children to broaden their vocabulary and become confident communicators. n Children confidently self-select activities and make choices regarding their play. However, the childminder does not always recognise opportunities to consistently promote children's growing independence skills. For instance, at mealtimes, the childminder does simple tasks for some children that they could manage themselves. In addition, in her enthusiasm, on some occasions, the childminder's input during play does not always promote children to persist and complete things for themselves. Despite this, children are making good progress in their learning. n The childminder regularly shares information with parents about their child's day and progress. Parents are highly complementary of the care and learning their children receive. They comment favourably on the close bonds the childminder

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need to do better?

creates with children. They particularly value the regular opportunities their children receive to explore the local community safely. However, the childminder has not yet established effective ways to work in partnership with other early years settings children attend. This does not ensure consistency in their shared care and learning. n Children have access to various opportunities to develop their physical skills. For example, children enjoy negotiating space and manoeuvring their whole bodies safely in the indoor environment and when on outings. This supports their core muscle development. In addition to this, children develop their fine motor skills with confidence. For instance, children twist and turn train track pieces to connect them. This supports children's dexterity, increases their hand-eye coordination and ultimately prepares them for early writing.

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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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Due date

ensure vehicles used to transport children are adequately insured. 06/06/2025

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should:

29 May 2025 n maximise opportunities for children to do even more for themselves to further support their growing independence, in preparation for their next stage of learning n establish partnerships with other early years settings children attend to strengthen the quality and consistency of children's shared care and learning experiences.

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Setting details

Unique reference number 2704084 Local authority Brighton and Hove Inspection number 10398610 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in May 2023 and is located in Hove, near Brighton. She operates Monday to Friday, 8am to 6pm, all year round. Funding is accepted for the provision of free early years education for children aged from nine months to four years.

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Inspection activities

n The childminder and inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder and inspector took part in a joint observation of a planned group-time activity. n Parents shared their views of the childminder with the inspector.

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Inspection activities

29 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

29 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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