Childminder in Essex

Inspection date 25 January 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The childminder uses effective systems to involve parents and children in evaluating her provision. For example, she sends parents regular questionnaires to help identify strengths and weaknesses in her practice. She seeks children's views by providing a simple questionnaire that they can complete with support. This contains opportunities for them to give their opinion about their favourite activities and food. n The childminder enthusiastically plays alongside the children, helping to extend their ideas and imaginations. For instance, the children pretended to go on holiday with their 'babies'. The childminder encouraged them to think about what the weather would be like and suitable clothes to pack. They made believe the rug was a swimming pool and reminded each other to put on 'sun cream' so they would not 'burn'. n Children enjoy their time at the childminder's home. They eagerly race each other to

p.1

This provision is good

the front door, on the way back from the pre-school, and are very excited to go in and start playing. n The childminder places a strong emphasis on teaching children how to keep themselves safe. For example, they know they must hold on to the buggy when they walk to pre-school and remember to stay within her sight when they walk back through the woods. Children are also able to clearly explain how they would leave the house safely if there was a fire. n Children have plenty of opportunities for fresh air and exercise. They go out daily with the childminder and walk to the library, the soft-play area and the nearby woods. They learn new skills such as climbing and balancing when, for example, they clamber onto the tree trunks and manage to keep themselves standing steadily, on the slippery slope. n The childminder does not consistently gather a range of information about what children already know and can do, to identify accurate starting points in their learning.

p.1

This provision is good

n Although the childminder makes regular observations and assessments of children's development, she does not consistently use these to precisely monitor children's progress.

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 collect a broader range of information, when children first start attending, so that children's prior achievements can be considered fully when assessing their initial starting points n improve the use of information gathered from assessments to monitor children's progress more accurately.

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 assessed the impact this has on children's learning. n The inspector held several discussions with the childminder. 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. n The inspector accompanied the childminder and children to collect other children from pre-school and on a walk through the nearby woods.

p.2

Effectiveness of leadership and management is good

The childminder reflects well on the service she provides and makes changes to improve her practice. For example, she has recently introduced interesting newsletters to develop information-sharing with parents. She also uses this opportunity to give suggestions to parents about further ways to support their children's learning at home. Parents provide positive feedback about the childminder's provision. They describe how she works with them to meet their children's individual needs effectively, including flexible settling-in arrangements tailored to suit their children. Safeguarding is effective. The childminder has completed suitable training and has a good knowledge of all aspects of safeguarding. She understands her safeguarding responsibilities and knows the action to take in the event of any child protection concerns.

p.3

Quality of teaching, learning and assessment is good

The childminder plans activities that she knows children enjoy and that support their development in different areas of learning. For example, children developed the small muscles in their hands as they practised picking up and placing pipe cleaners and pom- poms into various-sized plastic bottles. She skilfully extended this, for instance, by providing older children with a spoon for them to practise scooping up the objects. The childminder provides everyday opportunities for children to learn mathematical concepts. They enthusiastically knock down home-made skittles and count how many have fallen over. They talk about the positions and sizes of the bottles as they play. Children learn new words when they read a book with the childminder. She encourages them to name the familiar objects and praises them when they find a toy duck that matches the picture in the book.

p.3

Personal development, behaviour and welfare are good

The childminder is very sensitive to the children's needs. For example, she recognises when they are becoming tired and asks them if they want to have a nap. She encourages children to be independent. For instance, they competently take off their coats and shoes by themselves, and the childminder shows them how to peel their own fruit at snack time. The children form close friendships and cooperate well with each other. For example, they worked out how to build a train track and took turns to place the next piece, as they discussed how they wanted the finished track to look. Children are starting to understand how to keep themselves healthy. The childminder encourages them to eat foods that are good for them. Children explain that they like carrots because they will make them strong.

p.3

Outcomes for children are good

All children are developing skills they need to progress to their next stage of learning. Younger children attempt to place shapes in a shape sorter and smile broadly when they are successful. Older children practise their listening skills when they are outdoors. They hear children playing and try to identify where they think the noise is coming from. Children are developing their early writing. They recognise the letters in their names and are beginning to form recognisable letters when they write with chalks on the chalkboard.

p.3

Setting details

Unique reference number EY537476 Local authority Essex Inspection number 10080076 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Hockley, Essex. The childminder operates all year round, from 7.30am to 6.30pm from Tuesday to Friday, except for bank holidays and holidays agreed in advance.

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