Arnold, Rose-Marie

Arnold, Rose-Marie

Unique reference number (URN): 505565 Address: 89 Victoria Drive, Eastbourne, East Sussex, BN20 8LA Type: Childminder Registered with Ofsted: 09/06/1992 Registers: EYR, CCR, VCR Registered person: Arnold, Rose-Marie

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children make progress in their development from their individual starting points. They gain the important skills they need to support their future learning. Children use their language skills well to make independent choices. They develop confidence to manage simple tasks. For instance, children use money to go to the greengrocers with the childminder and buy apples for snack. They go to the post office to buy stamps for the letters they want to post. The childminder uses these opportunities to support children's self- confidence, broaden their experiences and promote their independence.

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Achievement Strong standard

Children become curious and interested. They delight in finding things out for themselves, as the childminder makes learning fun. For instance, they take part in treasure hunts to look for specific items. They follow instructions and understand simple rules. In the art gallery, they discover how to make dens in a dark space and enjoy using torches to help them become familiar with 'light' and 'dark'.

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Achievement Strong standard

Children's learning is meaningful. They make clear links between what they already know and what they can see. For example, when they read books about animals, they recall their many visits to the zoo. They confidently remember the names of animals and demonstrate the knowledge they have already developed.

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Behaviour, attitudes and establishing routines Strong standard

Children form close relationships with the childminder and their friends. They attend regularly and are kind and respectful to others. Children take turns as they play and learn to take care of the resources they use. They put them away when they have finished playing and help with simple tidy-up routines. Children follow instructions easily. They use their well- developed language skills to listen carefully. For instance, when the childminder asks children to find 'one yellow ball and one orange one', young children respond and quickly find the correct colours.

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Behaviour, attitudes and establishing routines Strong standard

The childminder praises children and offers plenty of encouragement. She offers support when needed, and children turn to her for comfort and reassurance. The childminder creates a very calm, happy space where children are given the freedom to explore and follow their interests. Children develop a real interest in learning. They are excited when new activities appear and are eager to start playing. The childminder encourages this positive attitude. She provides activities that she knows children will enjoy and provide relevant challenge and interest. Children become fully engaged. They demonstrate interest and curiosity and are keen to find out more. These skills encourage children to ask questions and deepen their understanding and knowledge.

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Children's welfare and wellbeing Strong standard

The childminder is very attentive towards children. She nurtures their development and they flourish within her care. Parents praise the way in which she goes 'above and beyond' to meet children's needs. The childminder cares deeply about the children she looks after. She makes sure she works closely with parents to understand children's care patterns, including how and when they prefer to sleep. Routines are followed consistently so that children feel safe and secure.

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Children's welfare and wellbeing Strong standard

Children form trusting relationships with the childminder. They feel secure with her, and this is reflected in how happy they are. The childminder recognises when some children need extra attention, as they are quieter, and provides a calming, gentle presence. The childminder knows how to adapt her provision to take account of children's different care and learning needs. For instance, she knows how to make adaptations for those children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

Children learn how to play safely as the childminder role models this in her interactions with the children. They listen to her intently and follow her instructions easily. She talks to children about possible dangers and this helps to build children's awareness of keeping safe.

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Children's welfare and wellbeing Strong standard

Children have many opportunities to develop their physical skills. They go on regular walks and use ride-on toys to develop their coordination. The childminder enables children to play outside regularly. They use resources for climbing and balancing and practise their larger movements as they dig and move around in various ways. The childminder supports children's healthy development well. Children benefit from plenty of fresh air, sufficient sleep and rest, and daily exercise.

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Curriculum and teaching Strong standard

The childminder demonstrates expertise in understanding how young children learn. She carefully plans her routine to provide extensive experiences to help children become deeply interested in their learning. This gives children's learning greater depth and helps to deepen their understanding of a wider range of concepts. For instance, the childminder knows how much children enjoy exploring using their senses. She regularly takes children to a local art gallery where they join in with specialist groups and use different forms of media, such as paint and ink.

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Curriculum and teaching Strong standard

The childminder adapts her teaching skilfully to enable children to gain fully from planned activities. She knows precisely what each child can already do and what she plans for them to learn next. She reviews her programme of learning carefully and is clear about what she wants children to learn. The childminder extends the mathematical knowledge of children who are already competent and interested in counting. She allows younger children to enjoy the process of filling and emptying containers and to begin to understand 'full' and 'empty'.

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Curriculum and teaching Strong standard

The childminder promotes children's language skills especially well. She has completed further training on this and understands how communication supports children's future learning. She reads frequently to children and introduces them to different words to expand their vocabulary. The childminder sensitively helps children learn the correct pronunciation of words. She repeats words clearly and encourages children to use their words to ask questions to deepen their understanding.

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Curriculum and teaching Strong standard

There is a highly effective programme of activities in place to support and promote children's physical skills.

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Inclusion Strong standard

The childminder successfully adapts her teaching to take account of every child's needs. She sensitively supports the quieter children and ensures they benefit fully from activities. The childminder shares her attention equally between all children. This ensures that every child is included and benefits from the planned learning experiences.

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Inclusion Strong standard

Children's choices are warmly welcomed. They delight in choosing their favourite books and hand them to the childminder, saying 'This one!' They feel listened to and cuddle up for stories together. Children patiently wait for their book to be read. They know that the childminder values their choices and will respond to them. This helps to build children's confidence and their feelings of self-worth.

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Inclusion Strong standard

The childminder works closely with parents to understand what children are interested in and how she can develop this further. She helps children to feel included as she interacts with them as they play. She listens to them carefully and respects their ideas. She plans activities she knows will interest them and support their learning. This encourages every child to feel valued, which has a positive impact on the progress they make.

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Leadership and governance Strong standard

The childminder organises her service well. She works closely with parents and understands the challenges that some families face. Parents commend her highly by describing the childminder's home as a 'treasure trove of opportunities'. The childminder offers a fully inclusive service and takes account of every child's care and learning needs, including those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

The childminder reflects on her practice regularly. She keeps herself up to date with changing regulations. She attends professional forums and conferences so that she can network with other professionals. The childminder recognises the importance of adapting her provision to take account of each child and family's needs. She is responsive when different needs arise and plans for these. For instance, she recognises the growing need to support children's emotional needs and works hard to ensure children feel safe and secure. She plans her programme of learning to make sure children are confident communicators and they develop the skills they need for starting school.

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Leadership and governance Strong standard

The childminder observes children's learning carefully. She uses her knowledge of how children learn and develop to make sure each child makes progress from their starting points. However, some of the information she shares with parents and other professionals lacks precise detail about how quickly children make progress over time.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children show how happy and safe they feel. The childminder takes time to fully understand every child's personal needs. She works closely with parents to provide for these and recognises when some children may be more vulnerable than others. The childminder makes sure children settle easily when they arrive by following routines that they prefer. Some children enjoy looking at the photos in the hallway and spotting their older siblings and friends. The childminder is very sensitive in her approach. She enables each child to settle and join in activities when they are ready.

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What it's like to be a child at this setting

Quieter children are supported well. The childminder knows what each child prefers to do, and plans for this accordingly. She adapts the provision so that every child can take part. For instance, she plans exciting activities that every child can explore in their own way. She recognises that some children concentrate for longer and provides sufficient time for children to remain interested.

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What it's like to be a child at this setting

Children make positive progress in their learning. The childminder uses her expertise particularly well in understanding how children learn. Children have ample time to play and explore independently. They become deeply involved in their play and develop positive attitudes towards learning.

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What it's like to be a child at this setting

Children play together happily. They learn how to share and take turns as they play. Older children confidently show younger children how to do things. Younger children hear the words spoken by their older friends. This supports their language development and the speed at which they become confident in talking.

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What it's like to be a child at this setting

The childminder recognises the importance of teaching children the skills they need for starting school. She works with parents to help them understand why regular attendance is important to children's learning. The childminder supports their language development well and children become increasingly confident in communicating their needs. Children develop independence in learning how to take care of themselves. They practise dressing and undressing and follow instructions with ease.

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Next steps

The childminder should add more precise detail to the information she shares with parents and other professionals to give a clearer picture of how quickly children make progress from their individual starting points.

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Address:

89 Victoria Drive Eastbourne East Sussex BN20 8LA

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Address:

Operating hours: Tuesday : 07:15 - 17:30,Wednesday : 15:00 - 16:15,Thursday : 07:45 - 17:30,Friday : 15:00 - 17:00

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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