Childminder EY552017

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The childminder does not have a sufficiently robust knowledge of safeguarding issues and does not know the process to follow if an allegation was made against herself or a household member. However, the arrangements to promote children's learning are effective.

p.2

The provision is inadequate

Children build strong relationships and secure attachments with the childminder. She offers comfort when children become upset, which they readily accept. Children respond with affection to the childminder's calm and gentle demeanour. They cuddle up close to her as she reads them a story. The childminder demonstrates a clear interest in the lives of the children in her care.

p.2

The provision is inadequate

Children behave very well, and the childminder ensures that she models kindness and respect. She explains to children why it is important to have manners and to be polite. Older children are learning to take turns and are developing an understanding of situations where they might not always get what they want or be first at an activity. These skills help them to get ready for the next stage in their learning, such as going to school. Children enjoy taking part in the broad and interesting range of activities the childminder plans.

p.2

need to do better?

n The childminder does not have a clear understanding of the required safeguarding and welfare requirements. This does not assure children's safety. She does not have sufficient knowledge and understanding of the signs and symptoms of abuse. The childminder is not aware of the local safeguarding partnership procedures or the roles of relevant agencies. n The childminder has a good understanding of the skills that children need to be successful in life. She works well alongside her co-childminder and plans her curriculum to cover what children need to learn next. For example, the childminder uses children's interests, such as dressing up and role play, to support her planning effectively. Children are well supported to become independent as they make their own play choices and attempt tasks for themselves, such as peeling fruits and handwashing. n The childminder plans an appropriate mix of child-led play and planned

p.2

need to do better?

activities. Generally, children are motivated and engaged in their learning and play. However, there are times during some adult-led learning where some children become disengaged and switch off because an activity has gone on for too long. For example, children's initial excitement and involvement is high during a creative singing and dancing activity. However, some children, particularly younger children, become distracted and show signs of boredom. As a result, because they lose interest, they begin to wander away.

p.2

need to do better?

28 August 2025 n The childminder has developed a well-sequenced curriculum that is built on children's interests and existing knowledge. She uses her observation skills and assessment to establish what children need to be learning next. She provides parents with regular feedback about children's achievements and areas of learning that can be improved at home. This helps with the continuity of care and education between home and the setting. n The childminder plans outings that provide rich learning experiences, such as trips to the library and into the local community. Children mix and play with a diverse range of children at playgroups, which helps them with their social skills and gives them an understanding of the community in which they live. They learn about how and why they must care for animals as they attend hands-on sessions at a nearby pet store. n The childminder supports children to learn about good hygiene practice to

p.2

need to do better?

contribute towards their overall good health and well-being. She supports children to wash their hands after using the toilet, before eating and after petting the childminder's rabbits. The childminder provides an explanation to support why they must wash their hands, which helps children to make sense of their daily routines. She provides them with a range of healthy fruits and vegetables. Children have access to a garden, where they can run around with their friends in the fresh air. They regularly visit play parks, where they can negotiate larger obstacles and equipment. n The childminder works in close partnership with the children's parents. She regularly shares information with them about their children's care routines and education at her setting. This helps parents to continue their children's learning at home. Parents report that they are grateful for the care that the childminder and her co-childminder provide.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

take immediate action to strengthen safeguarding knowledge to ensure potential child welfare concerns are identified and reported to the correct agencies without delay 30/09/2025

p.3

should:

n enhance the planning of adult-led activities to more fully reflect the learning needs and interests of all children taking part.

p.4

Setting details

Unique reference number EY552017 Local authority West Sussex Inspection number 10408028 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 23 January 2020

p.5

Information about this early years setting

The childminder registered in 2017 and lives in Horsham, West Sussex. She operates from Monday to Thursday, from 8am to 4.30pm, all year round. The childminder works with another registered childminder. She provides government- funded early education places for children from the ages of nine months to four years.

p.5

Inspection activities

n The childminder completed a learning walk with the inspector to explain her early years curriculum. n The inspector tracked children to observe their experiences to find out what it is like for them to attend the childminding provision. n The inspector spoke to the children throughout the inspection. n Parents shared their views about the childminder's service. n The inspector viewed a range of relevant documentation that was provided on request. n The inspector observed the interactions between children and the childminder and assessed the impact of teaching on the children's learning.

p.5

Inspection activities

28 August 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

28 August 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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