Childminder EY435793

Inspection date

Previous inspection date 5 December 2017 22 November 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

 Children are able to make independent choices about what they want to play with outside. This is one way in which they investigate risker physical play and problem solving on a larger scale.  The childminder provides an excellent range of activities that supports children's sensory exploration and experimentation with different textures and materials.  The childminder risk assesses her home to identify and minimise potential hazards. For example, she has recently renewed boundary fencing. This helps to prevent children from leaving unescorted and stops intruders gaining access.  The childminder knows staff at local schools well. Her interactive communication helps her meet children's ongoing needs. For example, she deals swiftly with any issues by bringing them to the attention of their parents and staff in the school.  The childminder supports children to develop good social skills. They make strong

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This provision is good

friendships and play cooperatively as they share ideas independently.

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities to help children learn about their different family backgrounds and communities.  The programme of ongoing professional development is not specifically targeted to develop practice and raise the quality of the provision to an even higher level.

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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

 provide more opportunities for children to develop awareness of their peers' backgrounds and the positive differences in their community  strengthen the programme for professional development to further enhance skills and knowledge.

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Inspection activities

 The inspector observed the quality of activities and assessed the impact this has on children's play.  The inspector evaluated a joint observation with the childminder.  The inspector spoke to children at appropriate times during the inspection.  The inspector looked at relevant documentation, including evidence of the suitability of all persons living in the household. The inspector discussed with the childminder how she reflects on her practice.  The inspector took account of the views of parents through written feedback they shared with the childminder.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good understanding of child protection issues and how to make a referral if she has a concern about a child. The use of mobile telephones and other electronic devices is managed well to safely protect children. The childminder implements good systems for checking the quality of her provision. She listens to parents and children making adaptions, where possible, to meet parents' childcare needs and children's changing interests. Partnerships with parents are very effective and a good two-way flow of information helps provide continuity in meeting children's needs.

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Quality of teaching, learning and assessment is good

The childminder uses her experience and skills effectively to provide a welcoming and well-resourced environment. She provides a suitable range of very enjoyable activities for children of all ages. Children communicate effectively and show good listening skills as they enjoy the activities on offer. The childminder supports children's developing mathematical skills well. For example, she encourages them to count during games and to use positional language, such as 'left' and 'right' or 'inside' and 'outside'. Children learn to draw on existing knowledge and skills. For example, they create 'Santa's Grotto' from material and pegs. Partnerships with parents and school teachers help to support children's progress and continuity in their care.

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Personal development, behaviour and welfare are good

Children enjoy a snack when they arrive. They know about the types of foods that are good for them. Good hygiene routines and well-positioned posters enable children to develop good personal hygiene independence. The childminder manages children's behaviour consistently to help them develop an understanding of how to behave appropriately. Children form warm relationships with the childminder and her own children. They are happy and content in her care. Older children are considerate of their younger peers, encouraging them to join in with their play.

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Outcomes for children are good

Children learn to socialise with each other and eagerly explore activities. They develop good language and physical skills, managing everyday tasks independently. Children interact and organise play using their imaginations to create models and dens. They experience and use numbers and text, extending further the early educational skills that enable them to continue making good progress and gain a sense of the world around them.

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Setting details

Unique reference number EY435793 Local authority Essex Inspection number 1059954 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 10 Total number of places 5 Number of children on roll 11

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Name of registered person

Date of previous inspection 22 November 2012

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Telephone number

The childminder registered in 2011 and lives in Chelmsford, Essex. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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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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