Childminder EY218972

Inspection date 7 August 2019 Previous inspection date 10 November 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 The childminder provides a welcoming, home-from-home environment. Children feel secure and comfortable in her care. They form warm relationships with the childminder and other family members. This contributes to supporting children's well-being very effectively. n The childminder gathers a broad range of information about children's development and interests before they start. This enables her to be fully aware of what they know and can do from the beginning. The childminder then plans activities that support children to make consistently good progress. n Teaching is effective. The childminder has a good understanding of how children learn. She enthusiastically joins in with their play and encourages them to explore their own ideas. n The childminder instinctively develops children's listening and speaking skills. She engages in lively conversations with the children and uses a broad range of 'new'

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This provision is good

words to help expand their vocabulary. n The childminder shares information regularly with parents and carers. They receive daily diaries that include updates about their child's development as well as the activities they have enjoyed. n The childminder makes good use of nearby attractions, such as the park, beach and an old windmill. This helps children develop an awareness of the wider world and their local community. n While the childminder does keep a daily record of children's attendance, it does not consistently show the precise times they are at the setting. n The childminder reflects on her provision well and makes plans to support improvement. However, she does not have consistent systems to actively seek the views of parents, carers and children to enhance her self-evaluation process even more.

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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 self-evaluation process and involve parents and children as part of the ongoing drive for continuous improvement n improve the recording of children's daily hours of attendance so that it is consistently accurate.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector observed children playing indoors and outside. n The inspector viewed relevant documentation, including a selection of policies and procedures and information relating to household members' suitability. n The inspector spoke to the childminder at appropriate times throughout the inspection. n The inspector spoke to parents and carers and also took account of their written views.

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Effectiveness of leadership and management is good

The childminder builds strong, supportive relationships with parents and carers. They comment positively and feel confident that their children are happy and well cared for. The childminder provides flexible care to meet parents' differing work and care needs. Safeguarding is effective. The childminder has a secure understanding of safeguarding matters. She confidently describes the signs that may indicate a child is at risk from abuse or neglect, and is fully aware of the actions to take should she have any concerns. The childminder takes responsibility for her own professional development. She undertakes training opportunities and carries out online research that helps her keep her knowledge up to date.

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Quality of teaching, learning and assessment is good

The childminder makes regular observations and reviews children's progress to identify how she can support them to develop and learn more. Children explore the properties of natural materials, such as sand and water. Toddlers take great delight in transporting the water over to the sand and help to dig and scoop to create hills and sandcastles. They are fascinated watching the water turn the water wheel and repeat this over and over again. Younger children are introduced to simple mathematics. For example, the childminder counts the number of play people on the train and points to each figure as she counts. The children hear their favourite songs and are starting to sing along. They sing 'Horsey Horsey' as they rock the see-saw backwards and forwards and enjoy copying actions when they sing 'Wind the Bobbin Up'. This helps their language skills to develop further.

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Personal development, behaviour and welfare are good

The childminder and her family are positive, respectful role models. The childminder encourages even the youngest children to have good manners and to say 'please' and 'thank you'. She supports them to understand how to keep safe, for instance when she demonstrates how to safely open and close the playhouse door so they will not get their fingers caught. Children have opportunities to be independent. They stand on a stool to reach the basin to wash their hands and can hang up their coats themselves on low-level pegs. Children practise different ways their bodies can move. They copy the childminder marching along, run excitedly into her arms and try climbing the steps of the slide.

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Outcomes for children are good

Children make good progress and develop key skills to prepare them for their next stage in learning. Toddlers make marks with a variety of writing tools, such as felt pens and chubby crayons. They concentrate and persevere as they try and replace a pen lid. Young children make their needs known by babbling and are starting to use recognisable words. They recognise animals in familiar books and enjoy repeating the noises they make. Children are beginning to appreciate nature. They are engrossed in watching the washing blowing in the wind and excitedly chase bubbles floating in the air.

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Setting details

Unique reference number EY218972 Local authority Essex Inspection number 10062935 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 6 Number of children on roll 3 Date of previous inspection 10 November 2015

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Registers

The childminder registered in 2002 and lives in Rayleigh, Essex. She operates all year round from 7am 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

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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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