Kuy, Amanda

Inspection date

Previous inspection date 8 December 2017 4 April 2014

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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 creates a welcoming environment to help children feel happy and secure. Her caring approach enables them to form strong and trusting bonds with her. Children enjoy their time playing with the childminder and confidently explore the interesting range of toys and creative activities she provides.  The childminder successfully engages parents in their children's ongoing learning. She talks with them and regularly shares photographs about their child's current progress. This interaction helps to promote shared learning at home.  The childminder observes children's play and assesses their development. She uses her knowledge and understanding of the children to help her plan effectively for their next steps in learning. The childminder is alert to any changes in progress and is ready to work with parents and other professionals to close any gaps in leaning.  The childminder uses songs successfully to help engage children in their play and build

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This provision is good

on their experiences. For example, children bounce with delight and dance along to their favourite songs. They happily join in with songs that link to their actions.

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It is not yet outstanding because:

 The childminder does not consistently seek information from parents about what their children already know and can do when they first start, to help her assess each child's starting points.  The support to enable children to develop their skills in counting and estimating is not as well planned or coordinated as the teaching for other areas of learning.

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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

 seek more initial information from parents about what their children already know and can do to establish children's starting points  provide children with more opportunities to develop their counting and estimating skills.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector evaluated a joint observation with the childminder.  The inspector spoke with 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 provided.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has an up-to-date understanding of local safeguarding procedures. She regularly accesses child protection training and confidently knows the action to take if she is concerned about the welfare of a child. The childminder reflects on her practice and the experiences she offers children. She listens to parents and children, making changes where appropriate to meet their childcare needs or the children's interests. Parents and other professionals speak highly of the childminder and her excellent interaction with children. The childminder gives good attention to her overall ongoing professional development.

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Quality of teaching, learning and assessment is good

The childminder knows each child very well. She uses her good knowledge of their development and interests to help her plan enjoyable activities that motivate them in their learning. For example, children enthusiastically explore various musical instruments, making loud and soft sounds as they accompany the Christmas songs they have chosen. The childminder extends this well, encouraging them to think about songs and rhymes they already know. Children use their existing knowledge as they select different toy animals. Together they sing farm songs, holding up and naming each animal, in turn. The childminder follows children's own ideas in play successfully and joins in sensitively. For instance, as children happily sing and dance, she dances along with them, helping the younger ones with words they have forgotten. The childminder supports children's communication development skilfully. She consistently commentates on what they see,

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Quality of teaching, learning and assessment is good

hear and do and encourages them to use new words. For example, as children design their own cards, she talks with them about what they have drawn, who the card is for and introduces them to envelopes.

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Personal development, behaviour and welfare are good

Children behave well and show respect for the childminder and each other. They respond positively to her gentle encouragement to share and take turns. They develop good social skills, remembering to say 'please' and 'thank you' and include others in their play. Most- able children show younger ones how to zip up their coat. Children play and interact in harmony. They benefit from varied physical opportunities to support their good health. For example, trips to local soft-play groups and the park provide opportunities for them to coordinate movement on a larger scale than is possible at home.

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Outcomes for children are good

Children are confident, motivated and keen learners, who are well prepared for the next stage in their learning and for school. They interact politely and manage personal tasks, including feeding themselves, competently. Children are curious about the world around them. They take daily walks to explore the local area and observe the changing seasons. When given time, children work things out for themselves. For instance, they cleverly slide paper into envelopes and learn to insert the top section to avoid licking the sticky glue.

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Setting details

Unique reference number EY424370 Local authority Essex Inspection number 1102305 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 5 Number of children on roll 13

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Name of registered person

Date of previous inspection 4 April 2014

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Telephone number

The childminder registered in 2011. She lives in Harlow, Essex. She operates her service all year around, from 7am to 6pm, 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

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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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