Childminder EY458529

Inspection date

Previous inspection date 6 November 2017 29 August 2013

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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 reflects on the service that she provides and seeks the views of parents when planning for improvement. Reflective practice is embedded into the childminder's assessments of children's learning experiences.  The childminder is fully aware of her responsibility to safeguard children. She liaises with other professionals and carries out thorough risk assessments to ensure children's welfare is protected at all times.  Partnerships with parents are strong. The childminder is dedicated to working together with them to promote continuity in children's care and learning. Parents are kept well informed about their children's day and their developmental progress.  The quality of teaching is consistently good and sometimes outstanding. The childminder has a secure understanding of the age group she is working with. She plans activities that are varied, interesting and build on what children already know.

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This provision is good

 Children's emotional well-being is supported well. The childminder establishes trusting and caring relationships with the children in her care. Children readily go to her for cuddles and support as they play and learn.

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It is not yet outstanding because:

 The childminder has not fully explored all ways to promote opportunities for children to learn about people and communities beyond their immediate experience.  The childminder does not consistently support children's developing awareness of the importance of good hygiene practices.

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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

 build on the opportunities children have to develop an understanding and appreciation of different beliefs and ways of life  reinforce children's growing awareness of the importance of good hygiene practices more consistently.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning.  The inspector spoke with the childminder at appropriate times throughout the inspection. She observed a planned activity and jointly evaluated this with the childminder.  The inspector discussed children's learning and looked at a selection of policies and other records.  The inspector checked evidence of the suitability of all household members and qualifications of the childminder. She also discussed the childminder's self-evaluation.  The inspector took account of written testimonials from parents.

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Effectiveness of the leadership and management is good

The childminder is motivated to continue her own professional development. Since her last inspection, she has completed a relevant qualification at level 3. This supports her commitment effectively towards the provision of a high-quality care and learning experience for children. Safeguarding is effective. The childminder is aware of the indicators of abuse and knows what to do if she is concerned. Written testimonials from parents demonstrate the high regard they have for the childminder. They value that they can go to work 'without worrying' and that their children have 'a day filled with adventure'. Parents appreciate that the good levels of communication and that the childminder is flexible to their changing childcare needs.

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Quality of teaching, learning and assessment is good

The childminder knows where individual children are in their learning and takes this into account when planning for the next steps in their development. The childminder is actively engaged in the children's play and is led by what they want to do. For example, when providing an activity making bird feeders using breakfast cereal, she readily responds to their preference to fill and empty the containers. Children confidently talk about heavy and light as they weigh the cereal. The childminder expands on this to introduce new mathematical language, such as balance. Children's language and communication skills are promoted well. The childminder listens to what children have to say. She interacts with children skilfully and actively supports their developing vocabulary and understanding. Children become confident communicators.

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Personal development, behaviour and welfare are good

Children are happy and settled in this friendly, welcoming and inclusive childminding setting. The childminder knows about children's home lives and talks to them about their families, significantly enhancing their sense of belonging. The childminder sets clear, age- appropriate boundaries for the children and gently reminds them of these throughout the day. Children develop good manners and behave well. The childminder is a good role model. She treats children with positive regard. She effectively builds children's self- esteem, giving meaningful praise for good behaviour and individual efforts. The childminder provides a stimulating learning environment, both indoors and outside. Children choose freely from the toys available to them, supporting their independence and sense of belonging effectively.

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Outcomes for children are good

The childminder checks children's developmental progress to ensure that any gaps are identified and addressed. All children make good progress in their learning from their starting points. They develop a good foundation for future learning, such as moving on to school. Children are confident and enthusiastic learners who readily lead their own play and learning. Children manage their self-care relevant to their age. For example, they learn to put on their own boots and coats before going outside.

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Setting details

Unique reference number EY458529 Local authority Essex Inspection number 1066648 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 29 August 2013

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Telephone number

The childminder registered in 2013 and lives in Layer-de-la-Haye, Essex. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. She works with a co-childminder.

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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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