Childminder EY478249

Inspection date

Previous inspection date 5 July 2016 Not applicable

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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

 Reflective practice is embedded into the childminder's daily assessment of what has gone well and what has not. She actively seeks the views of parents when planning for improvement.  The childminder builds friendly and trusting relationships with parents. She keeps them fully informed about their child's day and encourages them to share what they know about their child. This helps the childminder in her planning for children's continuing learning and development.  The childminder provides a warm and welcoming childminding setting where children are secure, happy and confident to express themselves.  The childminder sets clear and consistent boundaries for children's behaviour. She gently and calmly reminds the children of these. Children play well together, are polite and respond well to the childminder's high expectations.  Children's speech and language development are promoted effectively. The childminder

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This provision is good

engages children in conversation and actively listens to what they have to say. She repeats words back so that children hear the correct pronunciation. They are encouraged to repeat back unfamiliar words.

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It is not yet outstanding because:

 Links with other settings that children attend are not always established in a timely way to fully ensure that information is quickly shared.  Tracking of children's progress is not as accurate in reflecting their achievements in the specific areas of learning as it is for the prime areas.

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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

 explore further ways to establish the partnerships with others who provide care and learning for the children in a timely way  refine the way in which children's progress is tracked to ensure that progress is consistent across all areas of learning.

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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 spoke with the childminder at appropriate times throughout the inspection.  The inspector looked at activity planning, records of children's learning and a selection of policies and other records.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector checked evidence of the suitability of all household members and qualifications of the childminder.  The inspector took account of written questionnaires completed by parents.

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Effectiveness of the leadership and management is good

The childminder provides a good quality care and learning experience for all children. She is committed to her own professional development and takes responsibility for keeping up to date with changes to legislation and good practice guidance. For example, she has completed training on recent government requirements and has added current information to her policy for safeguarding to support her in protecting children's well-being. Safeguarding is effective. The childminder has a good awareness of the signs and symptoms of abuse to ensure that she recognises when a child is at risk. She has attended training in child protection to reinforce her knowledge of how to report concerns.

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Quality of teaching, learning and assessment is good

The childminder has a secure understanding of the age group she is working with. She is aware of where children are in their learning, taking this into account when planning for their next steps. The quality of teaching is consistently good. The childminder is actively engaged in the children's play. She is led by what the children want to do and readily changes activities in response to their short concentration spans. Outdoor play is encouraged and children enjoy their time outdoors, developing their physical skills on the wheeled toys. They laugh excitedly as they chase and catch bubbles, before sitting to eat ice cream and chat about the noises they can hear coming from other gardens. Children play imaginatively based on their own and make-believe experiences. They make birthday cakes with the play dough and readily talk about imagined dragons. They tell the childminder that dragons fly and confidently suggest other things that also fly, such as

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Personal development, behaviour and welfare are good

The childminder supports children effectively as they move from home to her childminding setting. She finds out about established routines and follows these, promoting continuity of care and helping children to develop a sense of belonging. The childminder establishes secure, caring relationships with the children in her care, fostering their emotional well- being. They readily go to her for a chat and support as they play and learn. Responses in questionnaires from parents indicate that their children are always excited when it is a 'childminder day'. Parents highly value the service provided. They describe the childminder as a super, kind and loving lady and state that the service she provides is priceless. The childminder is a good role model. She treats children with respect and gives meaningful praise. Unwanted behaviour is managed sensitively, taking into account children's age and level of understanding.

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Outcomes for children are good

Children develop a good foundation for future learning, such as when they move on to nursery or school. The childminder knows what she needs to do to support their continuing progress. She consistently reinforces children's growing awareness of keeping healthy. Children develop self-care skills relevant to their age. Numeracy is supported well. The childminder takes opportunities for children to hear and use counting in everyday play and routine situations.

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Setting details

Unique reference number EY478249 Local authority Essex Inspection number 979037 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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

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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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