Childminder in Essex

Inspection date

Previous inspection date 3 June 2015 7 October 2009

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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 Outstanding 1

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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 supports children's mathematical skills well. She encourages children to solve simple adding and subtraction problems as part of exciting play activities. As a result, children are well prepared for the school learning environment.  The childminder forms exceptionally caring bonds with children. She shows a heart- warming respect and love for them, which they reciprocate eagerly. Consequently, children show superb levels of confidence and self-esteem and settle extremely well in her care.  The childminder regularly evaluates her practice to identify areas for improvement. She regularly reflects on how successful activities are, in order to improve them in the future.  The childminder can identify the possible indicators of abuse and knows the appropriate action to take if she has concerns about a child. Her policies are robust and support her knowledge of child protection procedures. Therefore, children are protected from harm.

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This provision is good

 The childminder forms strong and successful relationships with other early years providers that children also attend. She regularly discusses children's progress with them and shares assessments and planning. As a result, children experience consistency in their learning and make good progress in their development.

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It is not yet outstanding because:

 Parents do not always contribute information about what their children are learning at home, so that assessments of children's progress can be even better informed for future learning.  The childminder occasionally focuses on the outcome of activities instead of following children's play and supporting them to extend their own learning.

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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

 develop partnerships with parents so that they are fully aware of planning for children's next steps in learning and that their contributions are always taken into consideration when assessing children's progress, ensuring that a more all-round view of children's development can be obtained  enhance the already good teaching and planning of activities, by focusing less on the desired outcome when role modelling how to complete an activity, in order for children to extend their learning even further.

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Inspection activities

 The inspector observed activities in the indoor and outdoor learning environments where children play, and viewed all areas of the home that are used for childminding purposes.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector carried out an evaluation of teaching with the childminder.  The inspector viewed parents' feedback from testimonials.  The inspector looked at children's records, planning and a range of other documentation, including policies and procedures and evidence of the suitability of the childminder and other household members.

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who attend. This is good

The childminder gets to know children well through regular observations and accurate assessments of what they can do. She then plans exciting and stimulating activities that are tailored to children's individual learning needs and interests. For example, following the theme of a book that children enjoy, the childminder planned a wide range of activities involving caterpillars, which excited and engaged children well. Children develop their understanding of life cycles. They talk about caterpillars and how they grow into butterflies. The childminder supports children's language skills well. She encourages children to use describing words, such as bumpy and smooth as they guess which fruits are hidden in a box. The childminder adapts the activity well for babies. She encourages them to touch and explore the objects. This supports their physical development and understanding of the world around them. However, when children decide to use the

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who attend. This is good

guessing activity on each other, the childminder focuses on the outcome rather than allowing children to lead their own play. She asks all the questions instead of supporting children to recall how the activity can be played themselves.

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outstanding

The childminder has high expectations of children's behaviour. She positively reinforces boundaries and encourages them to develop their patience and sharing skills. Children develop excellent social skills. They use superb manners and communicate brilliantly with other children and adults. Children show they are extremely happy and relaxed in the childminder's care. They develop excellent skills in using their imaginations. Children engage in play together, pretending to be teachers. As the environment is excellently resourced, they are able to develop their pretend play easily by using pens, pencils, rulers and paper to act out their classroom play. Children have excellent opportunities for physical exercise and fresh air. They move freely between the indoor and outdoor environments. In addition, they go on daily walks, attend playgroups and dance to music of their favourite films.

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provision is good

The experienced and well-qualified childminder implements the learning and development requirements well and keeps children safe. Her risk assessments of the premises and outings are robust. The childminder reviews them regularly to ensure that children continue to be kept safe. She tracks individual children's progress so that she can identify areas where they need extra support. Consequently, all children make good progress. The childminder forms positive relationships with parents that make a strong contribution towards supporting children's emotional needs. However, she does not always obtain information from parents about the progress children are making at home or make them aware of children's next steps in learning. This does not help to enhance children's overall progress. However, parents comment that they are very happy with the care their children receive and they would highly recommend the childminder to other parents.

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Setting details

Unique reference number EY389513 Local authority Essex Inspection number 859197 Type of provision Childminder Registration category Childminder Age range of children 0 - 15 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 7 October 2009

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Telephone number

The childminder was registered in 2009 and lives in Rayne, Essex. She operates during term time only from 7.45am to 6pm, Monday to Friday.

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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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