Childminder, Out-of school day care in Essex

Inspection date

Previous inspection date 8 June 2017 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 forms good relationships with the children. They are settled, happy and enjoy lots of reassuring interactions with the childminder and her co-childminder, which helps to support children's emotional well-being.  There are good procedures to observe, assess and track children's learning. The childminder recognises when children need additional help to catch up and provides individual support. Children make good progress in relation to their individual starting points.  Children eagerly take part in a wide range of planned activities and those they choose for themselves. They are curious, motivated and explore resources, such as shells and pine cones intently.  There are good partnerships with other settings that children attend. The childminder gathers information about what children are learning, such as the 'letter of the week', and provides activities to help consolidate children's knowledge and skills further.

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It is not yet outstanding because:

 The childminder does not make the most of all opportunities to extend children's independence skills further.  At times, the childminder misses opportunities to help children learn to recognise and manage their own feelings.

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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

 consider additional ways to increase children's independence skills further  make greater use of opportunities to help children learn to recognise and manage their own feelings.

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Inspection activities

 The inspector observed the childminder and her co-childminder playing and interacting with the children.  The inspector read written comments and responses to questionnaires from parents and other settings that children attend.  The inspector held discussions with the childminder in relation to children's play, learning and progress.  The inspector viewed relevant policies and procedures, and spoke to the childminder to assess her safeguarding knowledge and understanding.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands the possible signs and symptoms, which would indicate a child is at risk of harm and the procedures to follow in the event of any concerns. She reflects on her provision well with her co-childminder, which helps to identify where she can make improvements. For example, the childminder added a small tent to create a cosy space for children to use a role-play area. She attends relevant training and shares practice ideas regularly with her co-childminder, which helps them to adapt and improve the range of activities they offer. The childminder has effective links with schools. She takes children to visit their school and shares information with teachers about children's progress. The childminder informs parents about their children's day. For example, they receive daily feedback and have access to children's learning journals.

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Quality of teaching, learning and assessment is good

The childminder builds on children's previous learning and introduces new experiences. For example, she provides ice frozen in small balloons, water and tools, such as small whisks and spoons, to extend children's interest in water play successfully. Children eagerly peel off the balloon and chip away at the ice to find out what object is inside. The childminder skilfully asks children questions to encourage them to guess what they might find. Children are excited when they release the small toys and plastic numbers. The childminder plans activities, such as cultural festival celebrations, which help children to learn about the differences between themselves and others.

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Personal development, behaviour and welfare are good

The childminder has close relationships with the children and their families. She greets parents and children warmly when they arrive. Children quickly say their goodbyes and settle into play. The childminder organises activities well to help children to develop their physical skills. For example, a specialist dance teacher teaches children controlled movement and stretching exercises. Children enjoy playing in the childminder's garden and on the play equipment at the local park.

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Outcomes for children are good

Children learn a good range of skills to help support the next stage in their learning and school. For example, children develop confidence and concentrate at activities, such as puzzles, for extended periods. They freely choose and lead their own play. For example, children select resources, such as dolls, which they pretend to feed and then gently cuddle before putting them to bed. They recall significant life events that they have experienced. For example, children pretend that their recently toilet trained baby doll needs to use the potty and include this in their play.

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Setting details

Unique reference number EY486465 Local authority Essex Inspection number 1011342 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 6 Total number of places 5 Number of children on roll 9

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Elmstead Market, Essex. She operates all year round from 8am to 6pm on Monday to Thursday except for bank holiday Mondays and personal holiday weeks. The childminder works alongside her co-childminder. She receives funding to provide free early education for children aged two, three and four years.

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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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