Childminder in Essex

Inspection date 14 November 2018 Previous inspection date 14 April 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 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

p.1

The provision is good

n The childminder has high expectations of herself and her assistant. She has ambitious plans for moving her business forward. The childminder gathers the views of the parents about her service through questionnaires. She is a passionate and dedicated early years practitioner and consistently strives to provide the very best care and learning opportunities for all children. n The childminder has a superb knowledge of child protection. She is highly vigilant in keeping children safe. She completes regular safeguarding training and is confident in her knowledge of the signs of abuse, and knows how to report possible concerns. n The childminder is highly qualified and this is reflected in her teaching which is often outstanding. She is an extremely confident and effective communicator with adults and children alike. The childminder engages children in interesting conversations. She asks questions that help lead children to extend their thinking skills and speaking skills.

p.1

The provision is good

n The childminder and her assistant demonstrate patience, care and kindness towards the children and each other. They act as good role models and this helps to promote children's sense of belonging. Furthermore, this contributes to children's emotional security as they build up affectionate bonds with the childminder and her assistant. n The childminder has built very good partnerships with parents. She makes good use of an online journal to keep them well informed of their children's learning and development.

p.1

It is not yet outstanding because:

n Although the childminder and her assistant use a variety of strategies to promote good behaviour, on occasions, they miss opportunities to support children fully to consider the consequences of their actions.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n make the most of opportunities to help children to understand the consequences of their actions.

p.2

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 completed a joint evaluation of the inspection activities with the childminder. n The inspector held several discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps up to date with changes in legislation well. She networks with other childminders, reads periodicals and accesses online training to extend her knowledge. The childminder discusses with her assistant how to improve the quality of teaching and learning outcomes for children. Furthermore, she is supporting her assistant to gain an early years childcare qualification. The childminder has developed good relationships with other early years providers where children attend. This shared approach to meeting children's care and learning needs helps to promote consistency and continuity for all children. Parents speak highly about the service provided. They comment on the childminder and her assistant's professionalism, flexibility, helpfulness and kindness.

p.3

Quality of teaching, learning and assessment is good

The childminder is meticulous in her monitoring of children's development. She uses accurate tracking to identify potential gaps in learning. The childminder considers children's immediate interests, to plan activities that they are truly going to get involved in. Recent planning revolved around superheroes and princesses. The childminder responds swiftly to reshape children's learning. For example, as children paint a picture, the childminder encourages them to find circle shapes in the environment they can paint and print with. The childminder subtly teaches children mathematical concepts. She encourages children to count how many trains they have and ask how many are left if she takes two away. Furthermore, the childminder introduces positional and size language, such as 'longer' and 'the train is going under the tunnel'.

p.3

Personal development, behaviour and welfare are good

The childminder provides flexible settling-in procedures for parents and children new to the setting. This allows children to settle quickly. The childminder provides children with good opportunities for fresh air and physical exercise. She talks excitedly about exploring the local nature area where children can walk and paddle in the local stream. The childminder promotes children's understanding of health and hygiene during routines. Children engage in handwashing routines before eating and after playing in the garden. The environment is well organised. Children choose from a vast range of resources that the childminder has carefully planned to help extend their learning further. For example, children sit in the indoor tepee, exploring pumpkins and gourds along with small logs to create indoor pretend campfires.

p.3

Outcomes for children are good

Children make good progress from their starting points and are, overall, developing the attitudes, skills and dispositions needed for their next steps in learning and their move to school. Children delight in developing their imaginative role-play skills. They use sponges and water spray bottles to clean the toy cars. They eagerly use the hose pipe to rinse off the soap suds. Children develop early reading skills. They sit with the childminder and her assistant, sharing favourite stories and pointing at the pictures. Older children independently manage their own self-care. Children of all ages can relax in the sensory light and sound room created by the childminder.

p.3

Setting details

Unique reference number EY453486 Local authority Essex Inspection number 10070325 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 11 Total number of places 12 Number of children on roll 19 Date of previous inspection 14 April 2015

p.4

Registers

The childminder registered in 2013 and lives in Chelmsford. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds early years teacher status and works alongside an assistant.

p.4

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.

p.4

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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5