Childminder EY443193

Inspection date

Previous inspection date 10 July 2017 5 September 2012

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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 has good links with other professionals, such as speech and language therapists. For example, she has spent time with them to gather ideas and teaching strategies which help her to support children's communication and language skills more effectively.  Children have good relationships with the childminder and each other. They enjoy frequent cuddles and reassurance from her, helping to support their emotional well- being.  Children develop good problem-solving skills. For example, they put together pipes and wheels in the correct order to enable water to travel from the top to the bottom of the water-play toy.  The childminder regularly observes children's achievements which she adds along with photographs to their online learning journals. Parents are able to see pictures online almost immediately, helping to keep them aware of what their children are doing and learning.

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It is not yet outstanding because:

 The childminder identifies children's next steps in learning well but does not consistently focus on these in her interactions with them.  The childminder has not fully considered how to provide children with a wide range of opportunities to explore the natural world, particularly when they are in the setting.

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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

 focus more consistently on next steps identified for each child's learning during interactions  review and develop further the range of opportunities for children to explore the natural world around them.

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Inspection activities

 The inspector observed the childminder playing with the children.  The inspector discussed with the childminder how she supports children's learning and looked at evidence of their progress.  The inspector checked evidence of the childminder's suitability and those living in the house.  The inspector spoke to the children and the childminder.

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Effectiveness of the leadership and management is good

The childminder makes good use of self-evaluation to reflect on and evaluate her practice and knowledge. She seeks the views of the children and parents which she uses to help her identify areas of her practice to develop further. The childminder has a positive attitude to developing her skills and knowledge. For example, she makes use of online resources to extend her practice and provide children with new challenges. The childminder has good links with the local school and arranges meetings with teachers to find out what they would ideally like children to know prior to starting school. This helps her to prepare children and support the next stage in their learning. Safeguarding is effective. The childminder records children's hours of attendance and knows what to do should she have any concerns about their safety or welfare.

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Quality of teaching, learning and assessment is good

Children are curious, inquisitive and eager learners. The childminder provides resources to encourage children to talk about what they see and are doing. For example, children enjoy exploring different resources in the water tray. They hold large water beads in their hands, trying to squeeze and squash them into different shapes and work out how to use plastic scoops to collect them from the water. The childminder joins in with their play and uses her good knowledge of how to extend their communication and language skills effectively. For example, she asks children questions which require them to think about and solve problems.

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Personal development, behaviour and welfare are good

The childminder works hard to develop good partnerships with parents. For example, she gathers a wide range of information from parents about children's characters, what they like and their interests. This helps the childminder to meet children's individual care routines. There are daily exchanges of information between the parents and the childminder, such as via text message and verbal feedback, helping to provide consistency in children's care. The childminder places a high priority on teaching children to respect and value each other. For example, she talks to them about the differences and similarities between themselves and others. The childminder encourages older children to be considerate and kind towards their younger peers. Older children pass toys to their younger friends and show concern when they fall over or become upset.

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Outcomes for children are good

All children are ready for the next stage in their learning and make good progress in relation to their individual starting points. They learn to be independent and confident. For example, children decide what resources they want from the toy box outside and eagerly choose their favourite books at story time. Children use their good physical control to kick small balls and climb up the steps on the slide. They develop good early mathematical skills. For example, children count how many pieces of apple they have and work out the total number when they add banana slices.

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Setting details

Unique reference number EY443193 Local authority Essex Inspection number 1060028 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 5 September 2012

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Telephone number

The childminder registered in 2012 and lives in Tiptree, Essex. The childminder operates all year round, Monday to Friday.

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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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