Childminder 203249

Inspection date

Previous inspection date 10 February 2017 18 December 2014

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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

 The childminder has taken positive steps to address the actions raised at the last inspection. She now gathers detailed information from parents about what children can do when they first start at the setting. The childminder continually monitors children's progress and plans suitably challenging activities that build on their interests.  Children have daily opportunities to play in fresh air, in all weathers. They develop self- care skills and learn about healthy practices, such as handwashing before snacks and meals. This helps to promote their good health and supports their physical well-being.  The childminder keeps up to date with mandatory training. She attends local support meetings to develop her own understanding and teaching skills to benefit the children.  Children are happy and settled in the childminder's care. She provides children with a welcoming, family environment. Children form close bonds with the childminder. This

p.1

This provision is good

has a positive effect on their emotional well-being.  The childminder demonstrates a secure knowledge and understanding of how children learn. She interacts purposefully with the children to support their learning. Children make good progress in all areas of their development. This helps to prepare them for their future learning, including their move on to school.

p.1

It is not yet outstanding because:

 The childminder does not actively engage all parents to share in their children's achievements in the setting and at home to better complement and extend their learning experiences.  The childminder sometimes overlooks opportunities to extend children's thinking skills to higher levels.

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 further ways to build on the existing partnerships with parents, encouraging them to share more information about their child's learning and development at home  provide children with more opportunities to link their thoughts and to develop their own ideas.

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 held a number of discussions with the childminder. She looked at relevant documentation, such as records of children's learning and development and a selection of policies and procedures.  The inspector spoke to children during the inspection.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector checked evidence of the suitability and qualifications of the childminder and the suitability of persons living in the household.  The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management is good

The childminder reflects on, and evaluates her practice, to identify ongoing improvements. She reviews activities she plans for the children. She monitors how well they went so she can plan ways to improve them further. The childminder seeks the views of parents through questionnaires. This enables her to make positive changes and to develop and improve her good practice further. Parents express their thoughts about the care and education provided for their children. They are very positive, stating that their children are always happy to attend. The childminder understands the importance of keeping children safe and protected from harm. Safeguarding is effective. The childminder knows the appropriate action to take if she were to have a concern about a child in her care. Risk assessments and daily checks of the premises and for outings are thorough.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a very well-resourced environment that gives children plenty of choice in their play. They explore at their own pace and select the toys and resources they wish to play with. The childminder effectively supports children's decision-making. She plays alongside children and this enhances their enjoyment. The childminder talks to children as they play. She generally uses questions well. The childminder encourages children to talk about their families and experiences they have outside of her setting. They enjoy talking to the childminder. Children develop their concentration and perseverance. They actively participate in planned activities, such as number games. The childminder provides children with appropriate support and encouragement. She recognises that young children's concentration span is short and, therefore, is very flexible with activities.

p.3

Personal development, behaviour and welfare are good

The childminder works closely with parents to help new children to settle. Children confidently explore their environment and enjoy spending time with the childminder. The childminder gives constant praise and encouragement throughout activities. This enables children to develop their sense of self-esteem. Children learn to share and take turns. They develop a practical sense of responsibility as they help the childminder to tidy away toys. The childminder ensures that children receive a wide variety of experiences. She attends local groups with the children to help to promote their confidence as they mix with other adults and children. The childminder plans trips to places, such as the zoo and park, so that children have opportunities to discover and learn about the world around them.

p.3

Outcomes for children are good

Children gain many skills that they need in preparation for the next stage in their learning, such as nursery or school. They recognise colours and develop their counting skills as they play. Children have many opportunities to develop their early writing skills. They understand and follow rules that keep them safe, such as learning about road safety rules when out with the childminder. The childminder works with parents to put consistent approaches in place if there are any identified areas in the children's development that need support. This ensures that all children make good progress in their learning.

p.3

Setting details

Unique reference number 203249 Local authority Essex Inspection number 1044762 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection 18 December 2014

p.4

Telephone number

The childminder was registered in 1998 and lives in Colchester, Essex. She operates from 7am to 6pm Monday, Wednesday and Thursday and from 7am until 4pm on Tuesdays, all year round, except for bank holidays and family holidays. The childminder provides funded 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