Coulon Elizabeth

Inspection date

Previous inspection date 27 February 2017 3 August 2015

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 successfully addressed the actions and recommendations raised at her previous inspection. Children develop an early understanding of the written word as they explore print in books and their environment.  The childminder has a good understanding of how children learn. She provides teaching of a good standard and works positively with parents to promote shared learning.  The childminder offers a home-from-home environment and builds strong relationships with every child in her care. Children are settled, happy and confident. Their emotional well-being is strongly supported.  The childminder is skilful at supporting children's communication and language skills. She talks clearly, listens carefully to children and uses questions to engage them in conversations. Children make good progress in relation to their starting points.  The childminder works closely in partnership with parents. She liaises regularly with

p.1

This provision is good

them about their children's learning and development and how these can be supported at home. Parents are very complimentary about the childminder. For example, they comment that their children are well looked after and loved.

p.1

It is not yet outstanding because:

 The childminder's process for monitoring children's progress is not yet robust enough to secure the best possible outcomes for all children.  The childminder has not yet secured suitable opportunities for professional development to build on her current skills and knowledge.

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 monitoring of children's progress to further enhance planning for their future learning, so they have better opportunities to make higher levels of progress  secure opportunities to update knowledge and inform a programme of professional development, in order to enhance the good standard of care and education offered to children.

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 completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes daily safety checks and supervises children appropriately. She has a good understanding of child protection issues and keeps well informed of changes to legislation and guidance. She knows how to act appropriately should she have any concerns about a child's welfare. The childminder is motivated to provide the best experiences for children. She welcomes the views of parents and children to support her accurate self-evaluation. The childminder sets a good example and has high expectations of children in her care. This contributes to the culture of mutual respect that the childminder promotes in her setting. She works effectively in partnership with other providers to offer continuity of care and an extension of learning experiences for those children attending other settings.

p.3

Quality of teaching, learning and assessment is good

The experienced childminder has a secure knowledge and understanding of how children learn. She interacts purposefully with children to support their development effectively. Children thoroughly enjoy the childminder's company. The childminder consistently talks to them, commenting on what they are doing and asking questions to encourage their thinking and exploration. This allows children time to think and predict what they think will happen and test out their ideas. Children's individual learning preferences are also considered when planning activities and they are interested and challenged in their play. They stay focused and show good concentration. For example, a sensory activity using play dough captures their attention as they practise using scissors and a selection of tools to make different types of bugs and insects. Children play well during games, such as snakes and ladders, that develop their mathematical skills.

p.3

Personal development, behaviour and welfare are good

The childminder builds good relationships with children. She carefully meets their needs and interests and praises them for their achievements. This has a positive impact on children's emotional well-being and prepares them well for their eventual move on to school. Children show good levels of self-control, cooperation and respect for others. There are many opportunities provided for children to be in the fresh air and engage in physical play. They spend a good amount of time in the childminder's garden and visit local parks. Children manage their self-care confidently. The childminder provides them with opportunities to learn about healthy foods and why they wash their hands before eating. This helps them to develop an understanding of healthy lifestyles.

p.3

Outcomes for children are good

Children make good rates of progress and are working comfortably within the expected levels for their age. They are confident and enthusiastic learners. Children develop good listening, understanding and speaking skills, such as asking questions and initiating conversations. Children count confidently in their play and are beginning to recognise different mathematical concepts, such as size and shape. They learn how to cooperate with others and develop skills and attitudes they need for the next stages in their learning.

p.3

Setting details

Unique reference number EY103441 Local authority Essex Inspection number 1058180 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 3 August 2015

p.4

Telephone number

The childminder was registered in 2001 and lives in Hockley, Essex. The childminder operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays agreed in advance. She provides funded early education for 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