Childminder 2733709

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 provides a warm, enabling environment where children feel safe and confident. The curriculum is clear, sequenced and follows children's interests. Activities build on children's skills step by step. The focus is on helping children to be independent, confident communicators who are able to share and take turns and make positive relationships. The childminder adapts routines and activities to meet children's needs. For example, older children cut their own fruit at snack time, while younger ones are supported to peel their fruit. As children grow, they are encouraged to do more independently.

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The provision is good

The environment is enabling. Resources are stored at children's height so they can choose independently. The space is stimulating and inviting, which helps children focus on their play and learning. Books, toys and activities reflect cultural diversity, helping children to understand and respect others. For example, children play with dolls representing different ethnicities and celebrate cultural events together.

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The provision is good

The childminder promotes communication by asking open-ended questions and encouraging conversations. Emotional development is supported through cuddles, emotion books, flashcards, countdowns and visual resources. The childminder helps children to regulate their feelings and supports them to make friendships. As a result, children are developing the confidence to express themselves, manage their emotions and build positive relationships with others.

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need to do better?

n The childminder knows the children well. She obtains detailed information from parents and carers during the settling-in process. This helps her understand what children can already do and what they need to learn next. However, information about children's history from previous settings is not always gathered, which can affect how smoothly they settle. n The childminder provides a broad curriculum that builds children's skills step by step. Activities follow children's interests but also include new challenges so they continue to progress. For example, children sing rhymes while using numbers, actions and instruments to build language, mathematics and physical skills together. The curriculum adapts to different ages and needs. Younger children receive simpler activities with support, while older children are challenged to extend their skills, ensuring all children progress and stay motivated to learn.

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need to do better?

n The childminder offers a balance of adult-led and child-led activities that support progress. Language develops through stories, conversations and thoughtful prompts. She talks to children about their families and experiences, which helps them connect learning to real life. They gain vocabulary, recall words and grow in confidence. However, at times, quieter and less confident children do not fully

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need to do better?

18 September 2025 engage, which reduces their opportunities to build on their learning. n The childminder provides guidance and models tasks patiently. She supports children to be confident and independent in their play and routines. For example, they make choices, prepare their own sandwiches and help tidy up. Even the youngest children climb into their highchairs at mealtimes and wait patiently. Children take part in outings, such as to the farm, soft-play centre and toddler sessions. The childminder supervises and supports them to mix with others and explore new places. As a result, children show resilience, pride in their achievements and growing social confidence. n Children's behaviour is positive. They share, take turns and show kindness towards one another. For example, children tell each other and the childminder when they need help, showing empathy and care. Routines such as snack and tidy-up times are well established and help children feel secure. The childminder

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need to do better?

sets clear boundaries and models calm, respectful behaviour, which children copy. As a result, children play well together, show respect for others and demonstrate positive attitudes to learning. n The childminder continues to be reflective and regularly seeks feedback from parents. She is passionate about furthering her own knowledge and professional development. She undertakes regular training and keeps up to date with current regulations. n Parents are highly positive about the childminder's provision. They say their children are happy to attend, make good progress and enjoy the variety of activities. They value the daily updates and weekly progress photos, which keep them involved and build trust. n Partnerships with parents are strong. The childminder provides resources linked to children's interests for home learning. For example, she shares children's favourite nursery rhymes with parents. Parents say this helps them feel included

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need to do better?

in their child's learning. Overall, children benefit from consistent support at home and in the setting, which strengthens their 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 systems to gather more information from children's previous settings to support smoother transitions n strengthen the engagement when children may need extra interactions to enhance their learning in larger group situations.

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Setting details

Unique reference number 2733709 Local authority West Sussex Inspection number 10407520 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 3 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in East Grinstead, West Sussex. She cares for children between 8am and 6pm, Monday to Thursday, all year round. She provides funded education for two-, three- and four-year-old children. The childminder holds appropriate qualifications in childcare.

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Inspection activities

n The childminder talked to the inspector about her early years curriculum and what she wants the children to learn. n The inspector sampled written feedback from parents during the inspection and took account of their views. n The inspector observed interactions between the childminder and the children and the impact her provision has on their learning and development. n The childminder and the inspector discussed the arrangements for the safeguarding of children and the childminder's reporting procedures. n The inspectors spoke to the childminder and the children at appropriate times during the inspection.

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Inspection activities

18 September 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

18 September 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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