Childminder EY345033

Inspection date

Previous inspection date 4 April 2018 3 February 2015

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This provision requires improvement. It is not yet good because:

 The childminder carries out risk assessments of her home. However, she does not ensure that all aspects of the environment, inside and outdoors, are free from hazards for children.  Good hygiene practices are not maintained at all times to protect children's health and help them to understand how to stay healthy. This is particularly evident when the childminder is preparing and serving food.  The childminder does not evaluate all aspects of the provision in sufficient depth to identify and target all areas for improvement.

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It has the following strengths

 Children have access to a good range of resources, indoors and outdoors, to support their changing interests and extend their understanding of mathematical concepts.  Children's communication and language skills are fostered well. For example, the childminder narrates effectively as children play and asks them questions that prompt them to think critically and creatively.  The childminder fosters strong partnerships with parents and takes time to understand the needs of individual children and their families. Children form a positive bond with the childminder and show a secure sense of belonging in her care.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 identify and remove or minimise all hazards to children 18/04/2018  improve hygiene practices when handling food to reduce the risk of spread of germs and promote children's good health. 18/04/2018

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 use self-evaluation more effectively to identify swiftly breaches in requirements and areas for development in practice, to improve outcomes for children's health and safety.

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Inspection activities

 The inspector observed activities and interactions between the childminder and the children.  The inspector held discussions with the childminder and the children at appropriate times throughout the inspection.  The inspector observed an activity and jointly evaluated this with the childminder.  The inspector took account of the views of parents expressed in written testimonials.  The inspector sampled a range of documentation, including evidence of training and the suitability of household members.

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Effectiveness of the leadership and management requires improvement

Although the childminder completes risk assessments of her premises, these are not fully effective. For example, despite checking the outdoor areas before children go outside, the childminder does not identify and minimise all hazards, such as broken glass. This means that children's safety is not consistently given the highest priority. Children are supervised appropriately, which helps to keep them safe. Safeguarding is effective. The childminder attends regular training which helps her to maintain appropriate knowledge of safeguarding matters. For example, she is clear about how to identify when a child may be at risk of abuse or neglect and has a clear procedure to follow to report any concerns. The childminder gathers the views of parents to help her to evaluate her practice and identify some areas to develop. However, she has failed to identify and address some weaknesses in her practice. This means that self-evaluation is not fully effective in promoting

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Effectiveness of the leadership and management requires improvement

consistently good outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder uses her assessments of children's progress to set challenging targets for their future learning. This helps move children forward effectively in their development. When interacting with the children, the childminder skilfully extends children's vocabulary. For example, when combining ingredients to make dough, children are encouraged to describe the changing textures and colours they can see and feel. Children's strong interest in sharing books is fostered effectively. The childminder shows toddlers how to hold books and prompts them to turn the pages. When outdoors, children refine their good physical skills. The childminder guides them as they balance carefully to walk along low-level bricks.

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Personal development, behaviour and welfare require improvement

Children's good health is not sufficiently protected. For example, the childminder does not consistently take effective steps to minimise the transfer of germs when younger children are handling and consuming food. Children enjoy the childminder's company and are comfortable exploring their surroundings with her encouragement. There are appropriate opportunities for children to develop their independence and develop skills in self-care. For instance, they know where to find their shoes and make positive attempts to put these on themselves before venturing outside. Children receive good support to play well together and build positive friendships. For example, the childminder encourages them to take turns and share when playing with popular toys.

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Outcomes for children are good

Most children, including those in receipt of additional funding, are working within the range of development that is typical for their age. Children develop a good range of skills in readiness for their eventual move to school. For instance, they learn to count objects and develop their muscle control in preparation for writing. Children show a growing sense of responsibility and are keen to manage tasks independently. For example, toddlers enjoy using a small broom to help with sweeping the floor.

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Setting details

Unique reference number EY345033 Local authority Southend on Sea Inspection number 1121317 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 3 February 2015

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Telephone number

The childminder registered in 2006 and lives in Westcliff-on-Sea in Essex. She operates all year round from 7am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

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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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