Childminder EY248513

Inspection date

Previous inspection date 24 May 2016 26 October 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 supports children's communication and language skills well. She gets down to their level, adds new words into their vocabulary and repeats the correct words and phrases back to the children. The childminder also plans activities, such as blowing feathers, as she understands that this will help children to develop their mouth muscles in preparation for speaking.  The childminder provides a warm, welcoming and well-resourced environment, indoors and outside. Children form close attachments to her and secure friendships with their peers. They feel safe, happy secure in her care and settle well.  The childminder forms successful partnerships with parents. She updates them regularly on their children's progress. She includes parents' views in assessments of children's development. The childminder advises parents on how they can effectively support their children's learning at home.  The childminder places a high importance on keeping children safe. She completes daily

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This provision is good

checks of her premises and completes thorough risk assessments of the environment and outings. The childminder ensures she removes any dangers in the environment and keeps her premises secure.

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It is not yet outstanding because:

 The childminder's evaluation of the impact of her own and her assistant's practice is not sharply focused enough to achieve and maintain a higher quality of teaching.  The childminder, sometimes, misses opportunities to build on children's mathematical skills further.

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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

 build on professional development plans and evaluations of teaching, so they are more sharply focused and targeted to achieving and maintaining a higher level of practice  provide children with further opportunities to use the language involved in adding and subtracting in their play and count beyond 10.

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Inspection activities

 The inspector observed activities in the indoor learning environment where children play and viewed all areas of the home used for childminding.  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 development 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 her assistant and other household members.  The inspector took account the views of parents expressed in written testimonials.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good knowledge of the possible indicators of abuse and knows the appropriate action to take if she has concerns about a child. She evaluates her service to ensure all the legal requirements are met and she maintains a good level of practice. The childminder ensures her assistant attends mandatory training and that she is aware of the setting's routines, policies and procedures. The childminder seeks out regular training to further enhance the service she provides. She meets up with other childminders regularly to share good practice and activity ideas. The childminder monitors all children's learning. She uses this information effectively to identify 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 and experienced childminder 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 tailored to children's individual needs and interests. Children enjoy their time at the childminder's setting. They actively seek the childminder out to engage her in their play and show her their creations. The childminder supports older children's thinking and problem-solving skills well. For example, while children are blowing feathers, the childminder asks them why they think they can move the feathers but not the toy animals. She encourages them to try out their ideas to see why and to come to their own conclusions. The childminder supports younger children to develop their creativity and use a wide range of senses. As the children stick leaves and twigs into salt dough, she encourages them to feel and smell them.

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Personal development, behaviour and welfare are good

The childminder has high expectations for children's behaviour. She sets clear age- appropriate boundaries and gently reminds children of these throughout the day. Children use good manners and develop high levels of self-control. Older children develop very caring attitudes towards the younger children. They sit in the book corner and read stories while giving them cuddles and explaining the pictures in the books to them. Children have healthy snacks and many opportunities to experience fresh air and physical exercise. They go on daily outings to places, such as, the park, woods, toddler groups and the library. Children also play in the childminder's large, well-resourced garden. This supports children's good health and physical well-being.

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Outcomes for children are good

All children make good progress given their starting points and capabilities. They are well prepared for the next stage in their learning, such as starting school or nursery. Children develop good literacy skills and a love for books. They are starting to recognise the letters in their names and drawing recognisable letters. Children learn very good independence skills. Even the youngest of children are starting to attend to some of their personal care needs. Children develop good levels of confidence and self-esteem. They mix with other adults and children at daily toddler groups and outings.

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Setting details

Unique reference number EY248513 Local authority Essex Inspection number 860292 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 12 Number of children on roll 17

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Name of registered person

Date of previous inspection 26 October 2011

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Telephone number

The childminder was registered in 2003 and lives in Brightlingsea, Essex. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She also employs an assistant. 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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