Childminder in Essex

Inspection date

Previous inspection date 12 April 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

 The childminder provides a warm, welcoming environment that is well resourced. Children form close attachments to her and friendships with each other. Children feel happy, safe and secure in her care and develop good social skills.  The childminder supports children's mathematical skills well. She engages children in interactions that support their knowledge of numerals, quantities and mathematical language. The childminder incorporates addition and subtraction concepts into play activities well.  The childminder forms effective partnerships with parents. She regularly updates them on their children's progress and invites them to contribute to children's development records. The childminder supports parents to effectively extend their children's learning at home.  Children benefit from regular physical exercise and fresh air in the childminder's garden and on outings to places, such as, the local park, shops and library.

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This provision is good

 The childminder has high expectations of herself. She attends regular training to build on what she already knows and to develop new skills. This has a positive impact on the outcomes for children, which are good.

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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 effective to enable her to fully complement children's learning at her setting.  The childminder sometimes overlooks opportunities to support children to develop their problem-solving skills.

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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 for themselves 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 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 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 children's development records.

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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. Her risk assessments and daily checks of the premises are thorough. The childminder supervises the children well, ensuring they are always within her sight and hearing. She effectively promotes their safety and well-being. The childminder evaluates her practice regularly. She actively seeks the views of parents, children and other professionals to help inform her challenging but achievable plans for improvement. The childminder monitors individual children's progress. She uses this information 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 qualified childminder has a good knowledge of how children learn. She gets to know children well through regular observations and accurate assessments of what they can do. The childminder plans activities based on children's interests and matched to their learning needs. She engages children in purposeful interactions, gets down to their level and steps in when she sees opportunities to build on what children already know. The childminder supports children's early literacy skills well. Children develop their finger muscles. They use equipment, such as plastic tweezers, and use chalks to draw on large boards and on the floor outside. Children develop a love for books. The childminder enthusiastically reads to the children and encourages them to take part in the stories. Children develop their understanding of the world around them. The childminder provides activities, such as pretend-play vets. She supports children's imaginations well. The childminder encourages

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Quality of teaching, learning and assessment is good

children to use new words in their play, such as prescription.

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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. The childminder effectively supports children's emotional needs as they enter her setting. She works closely with parents getting to know their individual needs so she can help them to settle well in her care. The childminder supports children to be emotionally prepared for their move on to school. Children visit the school daily, try on school uniform and talk with the childminder about what school is like. They follow good hygiene routines and use good manners. The childminder provides children with opportunities to learn about different cultures and ways of life. She encourages them to appreciate each other's similarities and differences and understand the effects their behaviour has on others.

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Outcomes for children are good

All children make good progress given their starting points and capabilities. Children develop good listening and attention skills. They progress well with their independence, attending to their own personal-care needs. Children with special educational needs and disabilities make good progress alongside their peers. Children are well-prepared for the next stage in their learning, including starting school.

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Setting details

Unique reference number EY473548 Local authority Essex Inspection number 967841 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Rayleigh, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports disabled children and those who have special educational needs. She 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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