Childminder EY264180

Inspection date

Previous inspection date 14 June 2018 21 October 2015

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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

 Young children's communication and language is promoted well, through repetition, simple sounds and words, and the use of books and songs. For example, children copy animal sounds and associate them with the pictures of animals in books.  The childminder provides effective challenges through questioning, enthusiasm and appropriate resources. This helps to motivate children's learning and to prolong their concentration and focus, particularly within one-to-one learning opportunities.  Children's physical well-being is supported effectively. Their understanding of a healthy lifestyle is promoted throughout the day. They play outdoors in the fresh air every day and use open spaces to extend their physical skills. They use equipment to develop large-muscle coordination. Children are encouraged to take regular drinks throughout the day and eat healthily.  The partnerships with parents are highly promoted. Information about their children's

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This provision is good

day is shared through different forms of communication. Parents are fully involved in the planning of children's next steps in development.

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It is not yet outstanding because:

 The childminder does not always use information she collates about children's achievements to support their preferred way of learning effectively and fully.

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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

 use existing information more effectively to provide experiences that further support children's preferred way of learning.

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Inspection activities

 The inspector observed the childminder's interactions with the children indoors and discussed children's learning outdoors.  The inspector spoke to the childminder and children, where appropriate.  The inspector looked at documentation, such as policies and procedures, children's records and suitability checks.  The inspector carried out a joint observation with the childminder and discussed the impact her teaching has on the children's learning.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a clear understanding of her responsibility to keep children safe. She keeps her knowledge up to date and is aware of the appropriate procedures to follow if she has a concern about a child in her care. The childminder has a professional approach to training and evaluating the effectiveness of her service. She seeks support and shares good practice with other providers. She gains new skills and knowledge through online and face-to-face training, and immediately implements this into her daily routines. She reflects on her practice and makes changes, where necessary, to provide better outcomes for individual children.

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Quality of teaching, learning and assessment is good

The childminder has a clear understanding that each child develops at their own rate. She provides stimulating and enjoyable activities, both indoors and outdoors, that help to promote all the areas of learning. Children experience a good balance of child-initiated and adult-led play. The childminder uses regular assessment to track children's progress and plans experiences and learning opportunities to promote children's next steps in their development. She uses progress checks effectively to identify any developmental gaps and initiate early intervention. Children are encouraged to make choices from a good range of resources and play environments. The childminder makes good use of local facilities to help support children's social skills.

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Personal development, behaviour and welfare are good

Children confidently explore their surroundings. The childminder supports this well, through encouragement, praise and positive interaction. Children model their behaviour on the childminder and older children. They learn good manners and care towards their peers. Children develop a close bond with the childminder. She offers a regular routine and reassurance, helping children to feel safe and secure in her home. This helps to support children's emotional well-being. Children are encouraged to be independent, making choices of where to play and with what to play. The group-play opportunities help children to develop negotiation and cooperation skills. This supports their readiness for their next place for learning.

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Outcomes for children are good

Children thrive in an environment where they are encouraged to explore and experiment in their play. Young children's sensory experiences are promoted well when they play in bare feet. Children develop a clear understanding of finding objects that disappear from sight. They search for the toy rabbit that is hidden in a box, showing their delight with squeals and shouts when they find it again. Children listen carefully to instructions to look for other objects, for example, as they hunt for the different-coloured hoops in the box.

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Setting details

Unique reference number EY264180 Local authority Essex Inspection number 1128783 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 21 October 2015

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Telephone number

The childminder registered in 2003 and lives in Chelmsford, Essex. She operates Monday to Friday from 7am to 6pm, all year round, 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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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