Childminder in Essex

Inspection date

Previous inspection date 28 April 2015 14 February 2012

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder encourages children to make choices about their play. She provides a good variety of activities and resources that promote purposeful learning through play and everyday experiences. Consequently, children make good progress in their learning and development.  The quality of teaching is good. Skilful questioning promotes children's critical thinking and the childminder gives them time to respond. For example, she encourages children to predict what colour paint they will mix as they try to create brown paint for their pictures.  The childminder maintains good partnerships with parents. She successfully supports them in extending their children's learning. For example, she explains activities that children have enjoyed and offers practical ideas to build on these.  The childminder is committed to improving her practice. She continually updates her knowledge through training courses and the childminding network group, and then

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This provision is good

uses this to enhance her practice. She has a clear vision of how she wants her provision to improve and has accurate action plans in place to implement these changes.  The childminder has a secure knowledge and understanding of safeguarding practices and fully understands her role in keeping children safe.  The childminder supports children's understanding about keeping themselves and others safe. For example, she explains that children need to stand in a space while they wave ribbons around, so that they do not hurt one another.

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It is not yet outstanding because:

 The childminder is not fully proactive in establishing effective partnerships with all other settings where children attend, to share information about their learning.  The childminder does not fully use her observations of child-led activities to inform the planning of future learning opportunities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance the information sharing procedures with all other settings that children attend, by taking a more proactive approach to providing information when children first start with other providers  use the observations of child-initiated play more frequently to help inform future planning and extend children's learning even further.

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Inspection activities

 The inspector observed general play and lunchtime routines in the playroom and in the garden. She talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at evidence of the suitability of household members and a range of other documentation. First-aid and safeguarding training certificates were viewed.  The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector reviewed the childminder's self-evaluation document.  The inspector viewed references and written letters from parents.

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who attend. This is good

Children are engaged in their play and motivated to learn because the childminder provides activities that reflect their interests. The childminder plans and observes children as they engage in adult-led activities and carefully assesses this information. However, she uses her observations of child-initiated play less frequently to plan future learning experiences and further extend their learning. Children recall previous learning experiences, before the childminder extends these. For example, she talks with them about the blossom on the tree and what happens to it throughout the seasons, before they make their blossom collages. Children are fully involved in growing tomatoes and raspberries in the garden. They fill the watering can from the tap and carry it over to water the plants. As a result, children gain an appropriate understanding of the natural world. Children are confident talkers, describing what they are doing as they paint their

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who attend. This is good

tree pictures. The childminder plans activities that promote early literacy and numeracy skills, which ensure children are well prepared for nursery and school.

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good

Children settle quickly because the childminder mirrors their home routines and interests, providing a sense of familiarity for the children, which effectively promotes their emotional well-being. Children develop their social skills and confidence as the childminder encourages their interaction with others. For example, older children are encouraged to let the younger ones show them how to fit the train track pieces together. Children learn to value and respect each other, helping them to build friendships. Consequently, they are well prepared for the next stage of their learning. The childminder ensures children spend time outdoors each day, either playing in the garden or visiting the local parks. Children's independence is promoted as they put on their coats to go outside. She asks them to pick up different coloured items as they help to tidy the toys away and practise colour recognition. The childminder promotes good hygiene procedures as she encourages young

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good

children to wash their hands before eating.

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provision is good

The childminder has a secure knowledge of how to keep children safe. She regularly reviews the risks to children, both on the premises and when she takes the children on outings, to ensure that they are protected. The childminder demonstrates her understanding of the learning and development requirements and closely monitors how children are progressing in each area of learning. She clearly identifies areas for development, using feedback from parents and children to support her in improving her practice and extending the learning opportunities for children. The childminder has established links with the local school and regularly shares information with the staff when she collects the children. However, she has not formed these partnerships with all other settings that the children attend. Therefore, there is a lack of continuity in the learning experiences of these children.

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Setting details

Unique reference number EY431497 Local authority Essex Inspection number 853210 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 14 February 2012

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Telephone number

The childminder was registered in 2011 and lives in Elsenham. She operates from 7.30am to 6.30pm, Monday to Friday, during term time only.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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