Childminder EY541527

Inspection date 6 February 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 supports children with special educational needs and/or disabilities extremely well. This contributes to them making rapid progress in their development. n The childminder builds close partnerships with parents. The parents feel that their children thrive in this caring environment. They comment that they are well informed and they appreciate receiving daily verbal feedback, photographs of their children engaged in activities and daily diaries. n The childminder has a secure understanding of how children learn. She provides activities that she knows will interest and motivate them. For example, she introduces toy animals to the train set and children excitedly name them and mimic the noises they make. n The childminder promotes children's emerging communication skills well. For example, she repeats key words so they hear the correct pronunciation. n The childminder has clear boundaries in her home and uses strategies to sensitively

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This provision is good

remind children of her house rules. For instance, they practise taking slow, giant steps together to encourage children to walk carefully indoors. n The childminder forms good partnerships with providers, where children attend other settings. This promotes continuity of children's learning and development. n The childminder does not always gather information from parents about what their children know and can do, to help her focus her teaching even more accurately. n The environment is not organised to sufficiently support all children to make their own choices, to develop their independence skills even 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 gather more detailed information from parents to help inform even more precise assessments of children's skills, knowledge and development n review the organisation of resources to increase opportunities for children to make more independent choices about their play and learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector looked at relevant records, documents and policies. n The inspector checked evidence of the suitability of the childminder and other adults living in the home. n The inspector took account of the views of parents through written feedback provided. n The inspector talked with the childminder and children at appropriate times during the inspection.

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Effectiveness of leadership and management is good

The childminder regularly reflects on the service she provides. She consults with parents using a 'two stars and a wish' form and uses their responses to evaluate her provision. For example, she continues with the online learning journal because parents comment that they find it informative. Safeguarding is effective. The childminder clearly understands her role to protect children in her care and confidently describes the action to take if she is worried about their welfare. She explains how recent training has had a positive impact, giving her a greater understanding of her safeguarding responsibilities. This includes how to address concerns about children who may be at risk from extreme views or behaviours. The childminder implements a wide range of policies and procedures to support her good practice effectively. She reviews these regularly and updates them, if necessary. For example, she recently added a statement to her

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Effectiveness of leadership and management is good

safeguarding policy relating to non-attendance and shared this with parents.

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Quality of teaching, learning and assessment is good

The childminder makes frequent observations of the children and uses this information to assess their next steps in learning. She plans activities, based on her assessments, that help children make progress. For example, she extended the children's vocabulary when she showed them a wide selection of fruit to make a smoothie, and clearly named all the ingredients. The childminder enthusiastically plays alongside the children and encourages them to share their ideas. Children choose what animals they would like to be and they all move around the room, prowling and roaring like lions. She uses spontaneous opportunities to introduce early mathematics and to build on the children's interest in numbers. They count how many steps it takes to cross the room and see how many cats they can find in the storybook.

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Personal development, behaviour and welfare are good

The childminder forms close relationships with the children she looks after. They approach her with a book they want to read and enjoy snuggling up to share a story. She praises their achievements and they proudly raise their hand to 'high five' her when they have done well. The childminder manages behaviour in a sensitive manner, according to children's age and level of understanding. They soon become distracted and are able to manage their own emotions well. Children learn what is expected of them. They put the train track back in the box when they have finished playing and know they must wash their hands before they eat. Children go out every day and benefit from fresh air and exercise. They go to the country park and soft-play centre, and get to know their local community when, for example, they visit the library and nearby shops.

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Outcomes for children are good

All children are progressing well and gain skills that prepare them for the next stage in their learning. They begin to understand basic technology when they press the button on the smoothie blender and watch the fruit whizz around. Children practise different ways to communicate. For example, they use basic sign language to say 'please' and 'thank you'. Children experiment with the various ways their bodies move. They laugh as they crawl around like dogs, walk backwards and try to skip.

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Setting details

Unique reference number EY541527 Local authority Essex Inspection number 10089818 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 - 7 Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Benfleet, Essex. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

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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

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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Registers

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

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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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