Childminder in Essex

Inspection date 22 January 2019 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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This provision is good

n The childminder evaluates her provision very well. She continually identifies ways that she can improve her practice and documents the impact the changes have made. For example, she has registered her assistant with a professional organisation. This enables her to access relevant training and information in order to ensure she is equally knowledgeable and able to positively contribute to children's learning and development. n Parents are exceptionally well informed and involved in their children's learning. The childminder uses a wide range of strategies to keep them updated with the progress their children are making. This includes daily updates and comprehensive termly reports. n The childminder and her assistant are good role models. They calmly manage minor disagreements between the children and gently encourage them to play kindly with each other. n Children regularly benefit from being active outdoors. For example, during outings with

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This provision is good

the childminder and her assistant to the nearby woods, children run around, climb and balance on logs and enjoy splashing in puddles. n Occasionally, the childminder does not fully consider how planned group activities can be adapted for younger children. Therefore, they do not always benefit from the good- quality teaching that takes place. n At times, adult-led activities are not consistently challenging so that children can have their own ideas and be more creative.

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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 strengthen the planning of activities for younger children, to enable them to benefit from the same good learning experiences as older children n provide even more opportunities for children to think creatively and use their own ideas.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children, playing indoors, with the childminder and her assistant. n The inspector spoke to the childminder about how she assesses children's progress and reviewed supporting documentation. n The inspector accompanied the childminder, her assistant and the children when they went on a walk through the woods. n The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection and considered parents' views. n The inspector sampled a range of documents, including policies, procedures and adults' suitability checks.

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Effectiveness of leadership and management is good

The childminder provides a well-organised and well-resourced play environment in a self- contained section of her home, where children's care needs are successfully met. Safeguarding is effective. The childminder clearly knows how to identify and refer any child protection concerns and understands her responsibility to report allegations against herself or another adult. She has also taken steps to ensure her assistant is confident to recognise and act on any issues that may arise. This includes how to protect children who may be at risk from extreme behaviours and views. The childminder maintains links with the local authority advisory team. This helps her to stay abreast of any new requirements or legislation, and to continually reflect on her practice.

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Quality of teaching, learning and assessment is good

The childminder works closely with parents when children first start, to ensure she has enough information about what children already know and can do. She uses this information and her observations to recognise if children need targeted support so they can progress in their learning and development. The childminder and her assistant skilfully weave mathematics into everyday activities. For example, they encourage children to compare branches and twigs to see which are the biggest and longest. The childminder uses many spontaneous opportunities to extend the children's vocabulary. She shows them a footprint in the mud and explains it is from a horseshoe. Children enthusiastically look for more prints and eagerly use the new word they have learned.

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Personal development, behaviour and welfare are good

Children show that they have secure relationships with the childminder when, for example, they approach her for cuddles and comfort if they are tired or upset. They know they must follow rules and make sure they wait for the childminder when they run ahead in the forest. Children are becoming familiar with the world around them and their local community. They talk animatedly about places they have visited with the childminder. This includes demonstrating how the penguins at the sea life centre flap their wings. Children are learning about keeping healthy. For instance, they remind the childminder they need to wash their hands because they are muddy, and confidently explain that fruit, such as bananas and strawberries, helps them to grow strong.

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Outcomes for children are good

All children make good progress in relation to their starting points and are well prepared for their eventual move on to school. They know they must look after their environment. They try to finish putting the toys away before the end of the tidy-up song and feel a great sense of achievement when they are successful. Children are developing skills that will support their early writing. For example, they develop the small muscles in their hands as they squeeze, pull and squash the dough. Children learn that reading is fun. They share stories with the childminder and excitedly talk about the different animals they can see in the books.

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Setting details

Unique reference number EY540339 Local authority Essex Inspection number 10089594 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 1 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Rayleigh, Essex. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and holidays agreed in advance.

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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

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 .

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Registers

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Registers

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Registers

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

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