Childminder 203035

Inspection date

Previous inspection date 17 March 2016 23 August 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder places a high importance on children's safety. She completes daily checks and thorough risk assessments of her premises and outings. The childminder helps children to manage reasonable risks for themselves.  The childminder supports children's communication and language skills effectively. She gets down to their level, adds new words into their vocabulary and provides opportunities for them to engage in conversations with each other, such as at mealtimes.  The childminder provides a warm, welcoming environment. Children form close attachments to her and develop close friendships with each other. Children feel safe, happy and secure in her care.  The childminder provides many opportunities for children to develop their independence. She encourages them to put on their own coats, help to tidy away toys and attend to their personal care needs.  The childminder forms successful partnerships with parents. She updates them

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This provision is good

regularly on their children's progress and includes their views in assessments of their children's development. The childminder supports parents to effectively extend their children's learning at home.

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It is not yet outstanding because:

 The childminder's partnerships with some of the other early years settings that children attend are not fully effective in complementing children's learning at her setting.  The childminder sometimes overlooks opportunities to extend children's thinking skills to higher levels.

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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

 strengthen relationships with the other early years settings that children attend, in order to better complement and support children's learning to higher levels  provide children with further opportunities to think about why things happen and how things work.

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Inspection activities

 The inspector observed activities in the indoor and outdoor learning environment where children play, viewed all areas of the home used for childminding and accompanied the childminder on the walk to pre-school.  The inspector observed a focused activity and evaluated the quality of teaching with the childminder.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector looked at children's records, planning and a range of other documentation, including policies and procedures and risk assessments.  The inspector checked evidence of the qualifications of the childminder, her suitability and the suitability of other household members.  The inspector took account the views of parents in written testimonials and spoke to a small number of parents at the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder can identify the possible indicators of abuse and knows the appropriate action to take if she has concerns about a child. The childminder evaluates her setting regularly. She actively seeks the views of parents, children and other professionals to help inform her plans for improvement. The childminder attends regular training to keep her knowledge and skills up to date. She meets with other childminders regularly to share good practice ideas. The childminder has formed effective relationships with the local primary schools. She shares information with teachers about children's care needs so their well-being is protected. The childminder reviews children's progress to identify any gaps that are emerging so she can provide the appropriate support.

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Quality of teaching, learning and assessment is good

The well-qualified childminder has a good understanding of how children learn. She gets to know children well, through regular observations and accurate assessments of what they can do. The childminder uses this information to plan activities that are based around children's individual needs. The childminder engages children in purposeful interactions. She encourages them to develop their understanding of mathematics. The childminder skilfully uses children's interests in activities, such as cars, to further promote their understanding of colours and numbers. She promotes children's large physical skills well. Children crawl through tunnels, climb large play equipment and ride-on scooters. They develop their creativity through activities, such as cooking. Children become thoroughly engaged as they make their Easter cakes and decorate them. Babies are supported well to develop their early physical skills. The childminder provides opportunities for them to

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Quality of teaching, learning and assessment is good

cruise around furniture, start to grasp objects and develop skills for feeding themselves.

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Personal development, behaviour and welfare are good

The childminder has high expectations for children's behaviour. Children are well behaved. The childminder sets clear, age-appropriate boundaries and gently reminds children of these throughout the day. Children have many opportunities to experience fresh air and physical exercise. They make the walk to school every day, play outside in the garden and go on regular outings to places, including the local parks and zoo. The environment is well resourced indoors and outside. The childminder provides a wide range of toys and activities that are easily accessible and which stimulate children's curiosity. Children seek the childminder's approval. They are excited to show her their finished paintings or the towers of bricks they have made. The childminder shows she values children's achievements and praises them regularly.

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Outcomes for children are good

All children make good progress given their starting points and capabilities. They develop good levels of understanding and social skills for their ages and stages of development. Children develop their self-esteem and confidence as they make choices for themselves. They are well prepared for the next stage in their learning, including starting school.

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Setting details

Unique reference number 203035 Local authority Essex Inspection number 864056 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 23 August 2011

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Telephone number

The childminder was registered in 2000 and lives in Braintree, Essex. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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 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 .

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Telephone number

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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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