Furr Carrie-Ann

Inspection date

Previous inspection date 9 June 2017 13 May 2015

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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 builds close and caring relationships with the children in her care. She is attentive to their needs and they develop a sense of belonging. Children grow in confidence and resilience. They progress well and feel safe and secure.  The childminder works closely in partnership with parents and gathers information about children's development when they join the setting. She continues to exchange information about children's ongoing progress to aid continuity of learning between the setting and home.  The childminder discusses with parents any gaps in children's learning and supports them to seek help from relevant professionals.  Children experience a wide range of enjoyable and challenging activities that supports their overall learning and development. The childminder provides attractive resources that help to encourage children's participation and motivate them to learn.  The childminder takes account of the views of parents and children when evaluating

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This provision is good

her provision and planning to make improvements.

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It is not yet outstanding because:

 At times, the childminder does not give children enough time to examine and explore materials during activities before offering a helping hand.  The childminder sometimes misses opportunities that arise to extend children's understanding of nature.

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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

 allow more time for children to carefully explore and investigate their resources and encourage creative thinking  encourage children's interest in the natural world even further and make better use of opportunities to ignite their curiosity and imaginations.

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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 discussed the learning outcomes of a planned activity with the childminder.  The inspector held discussions with the childminder and spoke to children during the inspection.  The inspector looked at relevant documentation, such children's progress records, training and qualification certificates, attendance records and policies and procedures.  The inspector took account of the views of parents and children when reading written comments.

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Effectiveness of the leadership and management is good

The childminder is well organised and manages her setting efficiently. She observes the children in her care and uses successful methods to monitor their progress. She plans effectively for the next stages in children's learning, using age-appropriate resources that reflect their interests. The childminder is keen to continue her professional development and she uses the skills she has gained from her training well to enhance her setting and practice. Safeguarding is effective. The childminder has updated her safeguarding training and she keeps in touch with her local authority to ensure that her knowledge of local procedures is current. Rigorous risk assessments of her premises and outings help her to ensure that children stay safe.

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Quality of teaching, learning and assessment is good

The childminder uses her accurate assessments of children's learning to provide activities that encourage their progress. She identifies their individual learning needs and incorporates these into activities that they enjoy. For example, the childminder encourages children to remember the colours of the bright dough they are moulding. She asks them to count the pieces and identify shapes, promoting mathematical development. Children demonstrate their small-muscle skills when using scissors to snip the dough. The childminder supports children's growing communication and language skills well. For instance, she engages them in conversation and asks questions that encourage them to respond.

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Personal development, behaviour and welfare are good

Children have lots of opportunities to practise their physical skills, for example, on the large apparatus in the childminder's garden. Children are very well behaved. They help the childminder to set simple house rules and this encourages their positive behaviour. The childminder gives frequent praise to boost children's self-esteem and confidence. She takes them out into the local community where they learn social skills, such as turn taking and sharing. The childminder offers children healthy food choices and they learn to become independent, for example, by putting on their own shoes and coats. The childminder makes good use of resources to teach children about the world they live in and the diversity of cultures and people.

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Outcomes for children are good

Children make good progress in their learning in readiness for school. They learn to concentrate on tasks and to be patient, sit still and listen. They enjoy looking at books and listening to stories. They recognise numbers and the letters in their name. Children enjoy making marks, for example, they use chalk outdoors as they practise early writing skills.

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Setting details

Unique reference number EY245007 Local authority Southend on Sea Inspection number 1091549 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder registered in 2003. She lives in Southend-on-Sea, Essex. She provides childcare from Monday to Friday, from 7am until 6.30pm, all year round, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She receives funding to provide free 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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