Dean, Leanne Jane Elizabeth

Childminder

Unique reference number (URN): 2772413 Registered with Ofsted: 18/01/2024 Registers: EYR, CCR

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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

Children make strong progress from their starting points across all areas of learning. They communicate confidently in a wide range of contexts, engage in sustained conversations, listen attentively to others and use an increasingly rich and precise vocabulary during play and daily routines. Children develop strong relationships, show empathy towards others and manage their feelings and behaviour effectively with increasing independence. They develop secure physical skills as they climb, balance, run and manipulate a range of tools and equipment with control indoors and outdoors throughout the year. Children apply early mathematical knowledge with confidence as they confidently count, compare quantities, recognise patterns, explore shape and use language of measure in meaningful contexts. They develop early literacy skills through sustained engagement with books, storytelling, songs, rhymes and purposeful mark making. All children, including those with special

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Achievement Strong standard

educational needs and/or disabilities and those who face barriers to learning, access the curriculum fully and achieve strong outcomes from their starting points.

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Achievement Strong standard

Children develop the knowledge, skills and attitudes they need for future learning through rich, purposeful experiences. They show high levels of curiosity as they explore, investigate and ask questions about their environment. They sustain concentration for extended periods, persevere with tasks and demonstrate increasing independence in their play and daily routines. Children make informed choices, solve problems and manage personal care confidently and independently. They communicate their needs clearly and respond positively to new challenges and experiences. As a result, children are well prepared for their next stage of learning, including their transition to pre-school and school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides clear and consistent leadership of behaviour, attitudes and routines. She establishes well-embedded daily routines that help children feel secure and understand expectations. She models calm, respectful behaviour and uses clear explanations, praise and gentle reminders to reinforce this consistently. The childminder reviews and adapts routines to meet children's ages, stages and individual needs. This ensures that all children, including those who need additional support, manage transitions confidently and take part fully in daily activities.

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Behaviour, attitudes and establishing routines Strong standard

Children build strong, trusting relationships with the childminder and with each other. They respond consistently well to her approach and manage their behaviour with confidence. Children show positive attitudes to learning. They engage deeply in activities, sustain their attention and show curiosity as they explore and try new experiences. The childminder establishes strong attendance patterns by working closely with parents to maintain consistent routines. She responds swiftly to any barriers and provides sensitive support where needed. Inclusive practice ensures that children with special educational needs and/or disabilities and those facing barriers receive tailored support. As a result, children develop strong self-control, cooperate well with others and are very well prepared for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and emotionally supported in a calm, nurturing environment where the childminder promotes their welfare and wellbeing through consistent and attentive care. They benefit from strong safeguarding arrangements that protect them effectively, with clear and up-to-date policies shared with parents, so expectations remain consistent. Children experience a well-organised environment where routines and daily experiences support their safety and independence. The childminder maintains robust safety procedures, including secure access arrangements within the setting, which help children move safely between spaces. Children benefit from strong partnerships between the childminder and parents, which ensure that their needs are understood, communicated and met effectively.

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Children's welfare and wellbeing Strong standard

Children develop positive emotional wellbeing through warm, responsive interactions that help them feel valued and understood. They receive reassurance when needed and begin to express their feelings with increasing confidence. Children develop healthy lifestyles as they enjoy regular physical activity, access outdoor experiences, such as visits to the park, and benefit from nutritious snacks and balanced packed lunches supported through strong communication with parents. They build independence through daily routines that encourage self-care and responsibility. Children also benefit from a dedicated space where they can rest, regulate their emotions and regain calm when needed. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive tailored support that enables them to participate fully. As a result, children develop strong emotional security, wellbeing and confidence in their daily experiences.

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Curriculum and teaching Strong standard

Children benefit from a curriculum that reflects their individual needs, interests and stages of development. They engage in a broad range of meaningful, play-based experiences that promote learning across all areas through daily routines and activities. Children access a well-organised, self-contained learning environment that supports their development effectively. They use quiet spaces to regulate their emotions, explore mathematical concepts in the mathematics area and develop an enjoyment of books in the inviting reading corner. Children also benefit from regular access to a well-equipped outdoor area where they explore, investigate and develop their skills throughout the year. As they move through the curriculum, children build knowledge, skills and confidence securely because learning follows a clear sequence and responds to their individual progress. The childminder tracks children's development closely, identifies gaps early and adapts learning swiftly, so children

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Curriculum and teaching Strong standard

Children show high levels of engagement in learning and respond positively to the childminder's skilled teaching. They develop their thinking, communication and problem- solving skills through meaningful interactions, discussion and play. Children hear and use an increasingly rich vocabulary because the childminder introduces new words purposefully and reinforces learning through repetition and real-life experiences. All children benefit from the inclusive curriculum the childminder provides. She adapts activities, resources and levels of support to enable all children to participate fully, including children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning. Consequently, children make strong progress from their starting points and develop curiosity, confidence and a positive attitude towards learning.

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Inclusion Strong standard

Children thrive in this setting, which is a fully inclusive environment where the childminder values their individuality and helps them participate fully in all aspects of learning. She identifies and assesses children's individual needs promptly through effective partnerships with parents and her secure understanding of each child's development. She uses regular observation and assessment to identify emerging gaps early and provides timely support that helps children make good progress. She models and extends children's language, introduces new vocabulary and adapts activities to meet children's needs. She uses visual prompts, breaks tasks into manageable steps and organises the environment carefully to reduce barriers to learning. Consequently, children communicate with increasing confidence, sustain their attention, regulate their emotions and develop independence.

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Inclusion Strong standard

The childminder supports all children to achieve well. She uses additional funding effectively to enrich children's experiences and promote their development. She works closely with parents and other professionals to plan and deliver consistent support for children with special educational needs and/or disabilities. She builds nurturing relationships with children who are known to, or previously known to, children's social care and helps them feel safe, secure and ready to learn. She responds quickly and sensitively when children face wider barriers to learning or wellbeing and adapts her practice to meet their needs. As a result, children build resilience, form positive relationships and gain the skills and confidence they need for future learning.

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Leadership and governance Strong standard

The childminder demonstrates highly effective, strategic leadership with a clear vision to provide a safe, inclusive and high-quality environment where all children can thrive. She evaluates her practice regularly and makes well-judged improvements to the environment, curriculum and safeguarding arrangements. For example, she has strengthened provision by creating a dedicated learning space and improving security arrangements, which enhances children's safety, independence and wellbeing. Safeguarding underpins all aspects of her practice and informs her daily decision-making, ensuring that children remain safe and well cared for at all times.

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Leadership and governance Strong standard

The childminder evaluates her provision effectively and uses this information to drive continuous improvement, ensuring that children benefit from an increasingly well-planned and responsive environment. Well-organised systems for assessment, planning and safeguarding records ensure that she meets children's needs consistently and supports their progress effectively. Ongoing professional development, including safeguarding, special educational needs coordination, paediatric first aid, attachment and food hygiene, strengthens her knowledge and directly informs her practice. Children benefit from this enhanced expertise through more accurate identification of their needs and timely, appropriate support. Strong partnerships with parents ensure regular communication and a shared understanding of children's development, enabling consistent support between home and the setting. Effective links with external professionals ensure that children receive timely

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Leadership and governance Strong standard

intervention and additional support when required. As a result, children experience a well- led, reflective setting where their safety, wellbeing and learning needs are consistently met and continuously improved.

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

Children settle quickly and confidently into familiar routines and relationships. They move independently between activities and return to the childminder when they need reassurance. Children build warm, secure relationships with the childminder, who responds calmly and consistently. This helps children feel safe, valued and emotionally secure. Children develop a strong sense of belonging. The childminder reflects their home languages, family experiences and individual interests in daily activities. This helps children feel recognised and comfortable. Children play cooperatively with others. They share, take turns and communicate their ideas with increasing confidence. They know that the childminder listens to them and values what they say. This helps children feel respected and included as part of the setting.

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

Children enjoy learning and make excellent progress from their starting points. They develop skills through meaningful play and everyday routines that match their stage of development. The childminder builds on what children already know and can do. She extends their language, thinking and independence through consistently well-timed interactions. Children develop early skills in communication, mathematics, physical development and social interaction. They behave well and show positive attitudes to their learning. Children manage

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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About this setting

Local authority: East Sussex simple routines, make choices about their play and join in activities with confidence. They feel safe and explore their environment with curiosity. Over time, children develop the skills, resilience and self-confidence they need to be very well prepared for their next stage of learning, including their move on to school.

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Next steps

The childminder should continue to build on the setting's successful practice and ensure that this highly effective provision remains consistently embedded and is further refined over time, so that it continues to have a transformational impact on outcomes for all children. The childminder should consider sharing her practice more widely, supporting collaborative improvement and contributing to the development of high-quality, transformational practice within the local early years community.

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About this inspection

The inspector spoke with the childminder, parents and children and considered the suitability of the new building.

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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. 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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