Childminder EY491082

Inspection date

Previous inspection date 30 June 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children are very happy and have developed warm relationships with the childminder, her co-childminder and her assistant. They make all children feel at ease and interactions are lively and friendly as they join in their play.  The childminder has a secure knowledge of how young children learn. Children make good progress. They are ready to have fun and show good levels of independence, curiosity and imagination.  Children flourish and thrive because they have a strong introduction to a healthy lifestyle. They have many opportunities for exercise and play in the fresh air. They enjoy healthy meals and snacks and talk about the food that is good for them.  Since registration, the childminder has made continuous improvements to her service. Self-evaluation is effective and the childminder accurately identifies areas where she feels her practice is strong and areas where there is room to improve further.

p.1

This provision is good

 Children have consistency in their learning and development as the childminder has developed effective links with the other settings they attend, in order to share information about their progress. The childminder also ensures that children are emotionally prepared for the transfer to other early years settings and a Reception class in school.

p.1

It is not yet outstanding because:

 Although, the partnerships with parents are good, the childminder does not always give them precise information about their children's stage of development when she shares information about the assessments of their learning.  The childminder has not yet devised an ambitious programme for ongoing professional development aimed at raising her knowledge and skills and those of her assistant to an even higher level.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 strengthen the information shared with parents about their children's achievements, progress and stage of development  establish an ongoing programme of professional development that is focused on raising the overall quality of practice to the highest level.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector viewed focused activities with the childminder and discussed the children's progress and achievements.  The inspector viewed a sample of the children's development records.  The inspector reviewed evidence of the suitability and qualifications of the childminder and the assistant, self-evaluation, risk assessment and policies and procedures.  The inspector took account of the views of parents from their responses to surveys organised by the childminder.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder, her co-childminder and her assistant regularly review the policies and procedures to ensure they are fully understood and adhered to. The childminder understands her safeguarding responsibilities. She can recognise the signs and symptoms of possible abuse or neglect and knows what to do if she is concerned about a child's welfare. Children's safety is further enhanced with regular risk assessments and daily safety checks of the premises and for any outings. The childminder ensures that any potential hazards are made inaccessible to children to reduce the chance of accidental injury. The childminder holds discussions with her co-childminder and her assistant about their performance and responsibilities within the setting. This helps to ensure there is a collaborative and consistent approach to children's care and learning.

p.3

Quality of teaching, learning and assessment is good

Children confidently learn new skills and acquire knowledge through taking part in a wide range of planned experiences and projects specifically linked to their learning needs. The childminder uses her observations of what children know and do, in order to identify and individually plan for their next steps in learning. Interactions between the childminder and children are very positive. The childminder is enthusiastic and enjoys children's company. She takes an active part in games that offer challenge and opportunities to experiment and investigate. For example, children develop their imagination as they act out role-play scenarios in the 'pirate ship'. They find and count treasure and learn to make and follow maps. The childminder makes effective use of local places of interest, such as farms and wildlife parks, to further enhance the children's understanding of the world.

p.3

Personal development, behaviour and welfare are good

Children's individual needs are effectively supported. Each child attending the setting is allocated a key person, who gathers plenty of information from parents from the outset regarding children's individual care routines, likes and dislikes. Children are encouraged to play cooperatively together and the childminder sensitively reminds them about taking turns and sharing resources. The childminder also provides a good role model for manners and encourages children to be polite when asking for things. Children develop self-esteem and respect for others. They become aware of wider society by investigating and playing with a range of artefacts and play materials, showing positive images of diversity.

p.3

Outcomes for children are good

Children make good progress from their starting points. They successfully develop the skills and attitudes they need in readiness for starting school. They listen carefully when the childminder reads to them, offer their ideas and anticipate what might happen next in the story. Children confidently count and recognise different shapes in the environment. Their confidence is nurtured as they carry out manageable tasks that help to develop their independence skills. For example, they help to serve their food and tidy away their toys.

p.3

Setting details

Unique reference number EY491082 Local authority Essex Inspection number 1024804 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 12 Number of children on roll 20

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2015 and works from a domestic premises in Writtle, Essex. At times, she works with a co-childminder and an assistant. The childminder works on a part-time basis for two or three days each week from 8am to 5.30pm, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5