Childminder in Essex

Inspection date

Previous inspection date 13 December 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 form warm and affectionate relationships with the childminder, including those who are new to the setting. They demonstrate in their play that they feel safe and secure and are eager to explore the wide variety of toys and play materials.  The childminder continually observes children's play and plans experiences that build on what they already know and can do. Children make good progress and develop the skills they need for future learning.  Children play harmoniously together. The childminder is a positive role model and demonstrates caring and friendly behaviour. She positively reinforces good manners and provides plenty of praise and encouragement to raise children's confidence.  The partnerships with the local school and nursery are well established. The childminder shares information with the children's key person, when they attend another setting. This helps to ensure children's individual needs are supported through

p.1

This provision is good

a consistent approach.  Since registration, the childminder has continually made improvements which have had a very positive impact on the service she provides. As part of the childminder's self- evaluation process, she encourages parents to share their views, which she values and respects. Parents speak very highly about the care the childminder provides.

p.1

It is not yet outstanding because:

 Although the childminder gathers comprehensive information from parents about their children's starting points, she has not developed highly successful ways for parents to share information about their children's ongoing learning at home.  On occasions, the childminder misses opportunities to support children's understanding of effective hygiene routines.

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

 explore more ways to encourage parents to share information about their children's ongoing learning at home, so that this information can be used to help plan for children's future learning  strengthen opportunities for children to learn about the importance of effective hygiene routines.

p.2

Inspection activities

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

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a secure understanding of the local child protection procedures to follow if she has concerns about a child's welfare. She ensures that adults in regular contact with children are suitably vetted and checked. Risk assessments of the premises are carried out to ensure children remain safe and secure as they play. The childminder has just started working with an assistant to extend her service. She closely monitors the assistant's practice and ensures that roles and responsibilities are understood. Both the childminder and the assistant continually develop their knowledge and skills, and are committed to raise the level of their qualifications. They also attend meetings to gain new ideas and complete online training to benefit the children's care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder is motivated and dedicated to providing good quality education for all the children. She monitors and tracks children's development effectively, ensuring that she is covering all areas of learning well and no child gets left behind. The childminder's interactions with children are thoughtfully considered. She gives young children time to think and respond to her questions. The childminder adapts the resources and environment so children can follow their interests and explore new ideas. Young children have good opportunities to investigate tactile and sensory experiences. They experiment with sequins, glitter and glue when making Christmas cards. They show great fascination when watching lights that change colour and work out how they need to press buttons on toys to make different noises. A good variety of outings are planned to develop children's understanding of the world.

p.3

Personal development, behaviour and welfare are good

Children have a strong sense of belonging because the childminder is proactive in ensuring that they can easily access resources and feel comfortable. For example, children know where to find items they have brought from home. Children enjoy each other's company and are learning to be kind and play cooperatively. They also learn about a range of other cultures and beliefs through the experiences and opportunities the childminder offers. The childminder encourages children to be active and take regular exercise. She has taken the decision to make her garden out of bounds while renovations are underway. Nonetheless, children use local parks and playgrounds for energetic play in the fresh air. The childminder also takes children to swimming sessions so they master important water safety skills and build their body strength. The childminder recognises when children feel tired and they sleep peacefully and undisturbed.

p.3

Outcomes for children are good

Children are enthusiastic and active learners. They make good progress from their starting points. They develop the skills they need for the next stage in their learning and ultimately their move on to nursery or school. Children develop good levels of concentration that enable them to complete tasks. They enjoy experiences that help develop their understanding of colour, shape, size and numbers.

p.3

Setting details

Unique reference number EY493527 Local authority Essex Inspection number 1029251 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 12 Number of children on roll 36

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2015 and lives in Hatfield Peverel, Essex. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She receives funding for the provision of early education for two-, three- and four-year-old children.

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