Snell, Holly Louise

Inspection date 19 March 2019 Previous inspection date 14 April 2015

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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

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This provision is good

n Children enjoy their play and learning in the warm, welcoming and relaxed childcare setting. The childminder provides a safe and comfortable environment where children can explore a varied range of resources to support their learning. n Children settle quickly and make friends easily. They are kind and considerate to each other. They behave well and learn to share and take turns. Children access toys and resources easily and are eager to follow the routines of the setting. This helps them to grow in confidence. n Children make good progress in their learning. The childminder plans interesting and challenging activities that support children's learning and help them to reach their goals. The childminder identifies gaps in children's learning through her observations and makes specific plans to address individual children's needs. n The childminder works in partnership with parents and other settings that children

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This provision is good

attend. She regularly exchanges information with parents and other settings to ensure continuity and consistency in children's learning. n The childminder reflects on her practice and the activities she provides. She seeks the views of parents and takes them into account when planning for improvements to her setting. n The childminder sometimes misses opportunities to maximise children's understanding of numbers, shapes, quantities and comparisons. n The childminder has not established a rigorous programme of continuous professional development to extend her skills and knowledge to an outstanding level.

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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 seize every opportunity to extend children's understanding of numbers, shapes, quantities and comparisons, to expand their mathematical knowledge n establish an effective programme of continuous professional development, to enhance knowledge and skills to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector held discussions with the childminder and spoke to children. n The inspector looked at relevant documentation, such as children's developmental records, suitability and qualifications and policies and procedures. n The inspector took account of the views of parents by reading written comments and testimonials.

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Effectiveness of leadership and management is good

The childminder manages her setting efficiently. She monitors children's progress effectively and keeps robust records concerning their health and well-being. She shares the progress check for children between the age of two and three years with children's parents and other professionals involved in their care. This helps the childminder to discuss with others how they can work together to ensure children's learning needs are met. The arrangements for safeguarding are effective. The childminder keeps up to date with mandatory training, such as those related to safeguarding children. She has a good knowledge of all aspects of safeguarding and knows how to identify any signs that could indicate that a child might be at risk of harm. She knows who to contact to report any concerns she has about a child's safety and welfare.

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Quality of teaching, learning and assessment is good

The childminder knows the children well and understands how to promote their learning. She monitors children's progress and plans activities that she knows they will enjoy. She builds on their interests to ensure they stay motivated to learn. The childminder maintains a strong focus on developing children's communication and language skills. For example, during story sessions she asks searching questions to provoke a response. She listens to children and holds conversations with them, to extend their vocabulary and help them to feel valued. Children participate in stories. They explore and examine objects related to the story. This brings the story to life, enhancing children's experiences.

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Personal development, behaviour and welfare are good

Children are independent and enjoy helping to tidy away their playthings. The childminder provides resources that help children to learn about the world around them. They plant seeds and water them. The childminder asks children to recall what they know about how plants grow. This helps to develop their memory and thinking skills. Children enjoy creative activities using scissors and glue. They make glittery wands as a link to an earlier story. Children are imaginative. For example, they set out a picnic for their dolls. The childminder extends their learning by asking questions about bugs they may find when they go outdoors for a picnic. She produces toy bugs to extend the conversation. Children learn about food that is healthy to eat. They use their senses to taste, smell and touch and they learn the names of different fruit. Children learn good hygiene routines and how to look after their health.

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Outcomes for children are good

Children gain good skills in readiness for school. They practise how to hold a pencil correctly. They learn about letters and their sounds and that written words have a meaning. Children find out about each other's families and their cultures. They go out into the local community and understand differences in people and places. Children develop their physical skills at local play facilities and in the childminder's garden. They have active fun indoors playing games such as 'sleeping bunnies'.

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Setting details

Unique reference number EY417003 Local authority Essex Inspection number 10070319 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 2 - 8 Total number of places 6 Number of children on roll 13 Date of previous inspection 14 April 2015

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Registers

The childminder registered in 2010. She lives in Harlow, Essex. The childminder operates from Monday to Friday, from 7am to 6.30pm, all year round, 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

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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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