Wilkins, Alexandra

Inspection date 12 November 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Children are eager to join in with activities and approach their play with enthusiasm. They enjoy making independent choices about their play. The childminder and her assistant successfully follow children's lead when joining in with their play. n The childminder has high expectations for children's behaviour. The childminder and her assistant show children how to be kind and caring through play. n The childminder and her assistant skilfully support and encourage children's growing independence in activities and care routines. For example, children put on their own coats and wellington boots before going outside. Children feel proud to achieve things by themselves. n The childminder and her assistant offer consistent and high levels of praise and encouragement to children. This helps to support children's confidence, motivation and sense of self-esteem. n The childminder takes positive steps to evaluate her practice and make improvements.

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The provision is good

She receives complimentary feedback from parents.

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It is not yet outstanding because:

n The childminder and her assistant do not consistently give children opportunities to find their own ways to solve problems that they encounter. n The childminder has not established a highly focused programme of professional development for herself and her assistant to drive forward future improvements and raise the quality of their teaching further.

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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

n enhance opportunities for children to solve problems for themselves n focus more precisely on developing a targeted programme of professional development, to improve the already good teaching practice even further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector was given a tour of the areas of the home used for childminding purposes. n The inspector looked at children's records, a sample of policies and evidence of the suitability of the childminder, her assistant and other adults in the household. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection and took account of the views of parents.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a good understanding of how to protect children and keep them safe from harm. They demonstrate a clear understanding of the possible indicators of abuse. The childminder has detailed policies and procedures to help keep children safe from harm. She effectively uses risk assessments to identify and minimise potential hazards in her home, garden and while on outings. For example, the children visit the local lifeboat station and safely investigate its work, after raising money to support the volunteers. Children learn how to keep themselves safe. The childminder supports her assistant effectively and they work well together as a team.

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Quality of teaching, learning and assessment is good

The childminder and her assistant use the information from their observations to plan successfully for the children's next stage in learning. They use their knowledge of children's interests to help engage children in their play. The childminder's teaching is good and she understands how young children learn. For example, during children's own play, she responds well to support their individual needs. Settling-in sessions are flexible and used effectively by the childminder to establish children's likes, dislikes, routines and current levels of development. This ensures continuity in children's learning. The childminder has developed effective strategies to work in partnership with other settings children attend. She supports parents with ideas about how they can continue their child's learning at home and the Montessori philosophy.

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Personal development, behaviour and welfare are good

The childminder and her assistant help children to form secure emotional attachments. They know children very well and respond sensitively to their needs. For example, the childminder readily recognises when children become tired. She uses classical music to create a calm and relaxing environment to help soothe them off to sleep. The childminder and her assistant provide a wealth of opportunities that helps to promote children's good health. For example, they engage children in outdoor learning. The childminder supports children to develop their independence skills, which helps equip them well for their future learning. She ensures parents are kept well informed about their children's progress to ensure continuity in their learning. The childminder and her assistant are good role models, demonstrating good manners and supporting children to learn social skills, such as sharing.

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Outcomes for children are good

Children learn skills that will help them at school. For example, they direct their own play, select resources and attend to some of their own needs independently. All children are making good progress from their individual starting points. They develop good relationships with the childminder, her assistant and their peers. They learn to value and respect the feelings and opinions of others. Children are confident and inquisitive learners who are eager to join in. They are supported to acquire self-care skills, such as putting on their own shoes before they go outside to play. As a result, outcomes for children are good.

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Setting details

Unique reference number EY539228 Local authority Essex Inspection number 10080238 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 12 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Little Clacton, Essex. The childminder works with an assistant. She operates term time only from 8am to 5pm, Monday to Thursday. The childminder and her assistant follow the Montessori educational philosophy.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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