Childminder in West SussexOfsted report card, 28 Sept 2026

Childminder

Unique reference number (URN): 2802257 Registered with Ofsted: 18/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children behave brilliantly. The childminder acts as a marvellous role model for showing kindness and care for others. Children seek others out to build friendships and share play experiences, learning to share and take turns from a young age. Older children look out for younger children and make sure they can join in with activities. The childminder adapts activities to suit all ages effectively, so that children receive the right levels of challenge, encouragement and praise when playing. All children, therefore, thrive as they feel valued and included.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder embeds consistent routines and behavioural expectations throughout each day. He explains to children what the daily plans are, and if these might change. The childminder then gently guides children from one activity to another using clear instructions and suggestions. Children feel secure in the knowledge of what is happening now and next. They look forward to each activity, and transitions between activities run smoothly. As a result, children increasingly manage their own feelings and behaviour.

p.2

Behaviour, attitudes and establishing routines Strong standard

Parents and carers speak positively about their experiences. They explain how their children are flourishing in the calm and nurturing setting. Parents explain how their children love the learning experiences, such as going to the beach, park and toddler sessions. They report that these opportunities have helped their children in their learning and social development. The childminder also works closely with parents to monitor children's regular attendance at the setting. Parents appreciate the regular updates, so they know what their children will be enjoying and learning at the setting.

p.2

Children's welfare and wellbeing Strong standard

The childminder has established an inclusive culture by creating a highly nurturing environment for all children. He takes time to get to know every child, building secure attachments with them. As a result, children feel safe and happy in the care of the childminder. The childminder consistently embeds clear routines for children.

p.2

Children's welfare and wellbeing Strong standard

The childminder has an excellent knowledge of children and their emotional needs. He recognises when some children need further support in managing their emotions. For example, the childminder uses strategies to calm and reassure children when they become overly tired and on the verge of becoming frustrated. This helps children to become more confident in recognising emotions and expressing their feelings. Children, therefore, quickly become self-aware and respectful of others. They build friendships with others and seek each other out for play experiences.

p.2

Children's welfare and wellbeing Strong standard

The childminder develops children's healthy eating habits. He teaches children to independently have a drink of water. The childminder works closely with parents and carers to give them guidance on how to prepare healthy lunches and support them with feeding routines. As a result, children develop positive attitudes towards healthy eating. The childminder conscientiously promotes good hygiene, as well as teaching children to develop healthy lifestyles. He closely follows all guidance for supporting children's sleeping, weaning

p.2

Expected standard

and feeding, effectively supporting children's individual journeys. This includes children who face barriers to learning and/or wellbeing.

p.3

Achievement Expected standard

All children, including those with barriers to their learning, develop the skills and knowledge they need at their stage in development. Children typically make progress from their starting points, including those with special educational needs and/or disabilities.

p.3

Achievement Expected standard

Overall, children develop the skills and behaviours that they will use when moving into nursery, school and beyond. They develop their communication and language and follow instructions. They solve problems as they work out how they can sort toy farm animals in the barn without adult instructions. Children show pride in their achievements. They grow in confidence as they move between activities, sharing what they have been doing. However, children have fewer opportunities to develop their mathematical skills.

p.3

Achievement Expected standard

Children's physical development progresses at typical levels for their age. They actively move about the childminder's cabin, accessing toys from shelves without the need for an adult. Children develop their language skills through listening and interacting at story and singing times. From a young age, children begin to learn ambitious new vocabulary through the childminder's narration of their play.

p.3

Curriculum and teaching Expected standard

The childminder's support for children's communication and language development and their personal, social and emotional development is a particular strength of his practice. He demonstrates a sharp focus on these areas of learning, which is appropriate and relevant for the children who attend at the time of the inspection. The childminder takes time to comment on play using age- and stage-appropriate sentences and key words. He asks effective questions to encourage discussions. The childminder encourages a love of books through reading stories, which children respond to positively. However, the childminder lacks confidence in ways he can support mathematical development. As a result, he does not consistently identify when he can support children's skills further. This sometimes impacts on the progress children make.

p.3

Curriculum and teaching Expected standard

The childminder uses effective teaching strategies, with impact being seen in children's progress. Notably, he is skilled at encouraging children's back-and-forth interactions and supporting children to grow in confidence in new social situations. The childminder adapts his teaching accordingly, based on children's individual needs.

p.3

Curriculum and teaching Expected standard

The childminder demonstrates his knowledge and understanding of child development. He makes accurate assessments of children's learning and uses this to help children work towards appropriate learning goals. Physical development is supported both indoors and outdoors. The childminder gives children space and time to manage risks and understand their own capabilities. He teaches children relevant and topical information, such as what is happening in their local community, the seasons and the wider natural world, supported by various trips and excursions to local beaches, parks and farms. Children learn the names of animals and the sounds they make. For example, when asked, they know that horses 'neigh' and dogs 'bark'. A consistent use of words and phrases helps to build their growing vocabulary and confidence.

p.3

Inclusion Expected standard

The childminder creates a warm, inclusive environment where all children feel welcomed and valued. His cabin is organised to support participation for all children. The childminder works with families from the outset, typically gathering information about children's needs, routines and interests. This enables him to identify individual starting points and to plan ongoing support and learning opportunities that meet individual needs. The childminder encourages children to make their own choices, for example, they select which toy people will ride in their aeroplanes as they play. He follows children's interests and encourages them to contribute their ideas.

p.4

Inclusion Expected standard

There are currently no children in receipt of additional funding. However, the childminder understands how to use any funding and ensure it would benefit all children. For example, he would explore training, purchasing resources or making adaptations to the setting.

p.4

Inclusion Expected standard

The childminder monitors children's development to ensure that they are progressing at the correct stage for their age. He understands how to complete the required progress check at age 2. This helps him to monitor their progress and typically identify any areas where additional help may be needed. Overall, the childminder recognises the importance of identifying children who may need additional support or those who face barriers to their learning in a timely manner. For example, he implements strategies to aid and monitor children's speech and language from the outset of the care arrangement.

p.4

Leadership and governance Expected standard

The childminder is in the early stages of his childminding practice but aspires to provide a high-quality provision for children and families. He keeps himself updated on changes to legislation and updates mandatory training, such as safeguarding and first aid. The childminder carefully plans for all the activities and outdoor experiences he provides to ensure that children learn and have fun in all environments. He recognises the positive aspects of his provision, such as his partnership working with parents and other childminders.

p.4

Leadership and governance Expected standard

Parents speak highly of the care provided by the childminder. They share that their children are happy and safe and know that they are developing well. The childminder understands the backgrounds of children and families and works to seek support and guidance to help them. For example, he encourages families when requiring support on toileting or when children need additional support socially.

p.4

Leadership and governance Expected standard

The childminder understands the importance of protecting his own wellbeing. He enjoys being outside and is aware of the positive impact this has on the children's mental health and wellbeing. Children enjoy trips to local farm parks and attend toddler groups to support their social skills. He also meets with other childminders to gather and share ideas. This helps him to develop strategies that he can put into practice to benefit children and enhance his provision. Parents praise the childminder for his care and support and for the exciting times their children have when they are with him.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children thrive in the wonderfully supportive environment provided. They come in happily, finding exciting play experiences to enjoy. Children quickly develop a sense of belonging,

p.5

About this setting

and this lays a beneficial foundation for them to learn and develop. When children become unsettled, they seek comfort from the childminder, who reassures them using a kind and gentle voice. Children build trusting relationships with the childminder and know that they are valued. Atmospheres are calm and harmonious, with the childminder expertly helping children to express their feelings. As a result, children feel respected and motivated to engage fully in learning experiences. Children behave exceptionally well. Time is given to children to talk about their actions and how this affects others. Children laugh, smile and engage in play. They are confident and feel safe to explore the setting and choose their own activities.

p.6

About this setting

Overall, the childminder has well-established relationships with children and their parents and carers. He monitors children's regular attendance at his setting to promote positive attitudes to their learning. Children's learning and development are shared frequently, so parents can support with learning at home.

p.6

About this setting

Children achieve considerable skills throughout their time with the childminder and make substantial progress from their starting points. They are provided with a wealth of learning opportunities and experiences to learn about the world around them. These include trips and visits to local parks, beaches, museums and farms. The childminder helps children to revisit previous learning and links teaching to children's own experiences at home to secure new skills and build on what they know and can do very effectively. This includes children who face barriers to learning and/or wellbeing.

p.6

Next steps

The childminder should improve confidence in the ways to support children's mathematical development, to raise their achievement even further.

p.6

About this inspection

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

p.6

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. Unique reference number (URN): 2802257

p.6

About this inspection

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

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8