Childminder EY434292

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy, safe and content in the childminder's welcoming setting. They are confident talkers and use a wide vocabulary. The childminder builds on children's understanding of words as she asks them to try to pronounce complicated shape names such as 'parallelogram'.

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The provision is good

Children form close attachments to the childminder and they settle quickly. They make friends with their peers and play well together. Younger children are nurtured and the childminder understands their needs well. She knows when they need to eat or sleep.

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The provision is good

Children understand the rules and boundaries of the setting and they take responsibility for their actions. For example, when children disagree over a toy, they realise they need to set a sand timer to help them to negotiate and compromise. The childminder teaches children how to share and take turns.

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The provision is good

Children explore and examine natural and real-life objects they use in their play. They learn about different textures and enjoy sensory experiences as they snip herbs with scissors and savour the aroma.

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The provision is good

The childminder takes children out into the local community where they learn to socialise with others. They learn good manners and make decisions and choices.

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need to do better?

n The childminder understands how children learn. She gathers information from parents about children's abilities. She carries out a progress check for children aged between two and three years in partnership with their parents. This helps her to identify children's level of development and any gaps in their learning. The childminder focuses her plans carefully to ensure that any delays in children's learning improve quickly. n Children learn about the world around them as they pretend to make pies with natural resources in the mud kitchen. They grow sunflowers and find out whose flower grows the tallest. The childminder has plans for the children to examine the sunflower heads when they have finished blooming. However, she sometimes misses opportunities to build on children's curiosity and help them to extend their knowledge of the natural world around them even further. n The childminder prepares interesting and challenging activities that support

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need to do better?

children to become ready for the next stage in their learning. For instance, children use their fingers to stretch elastic bands across small spindles on coloured boards. They concentrate as they make patterns and shapes. These activities help to promote children's understanding of mathematics. They also

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need to do better?

5 September 2019 help to develop children's hand-to-eye coordination and muscle control in readiness for early writing. n The childminder provides opportunities for children to learn about differences in people and places. This helps them to develop an understanding of the wider world beyond their own experiences. n The childminder plans and adapts her activities to meet the needs of children of different ages across all areas of learning. However, she does not always fully extend children's knowledge and understanding of information and communication technology to help them to develop these skills for the future. n Children are physically active. They develop their skills on large apparatus in the childminder's garden. Children understand the risks they take as they climb and perform somersaults on the equipment. The childminder supervises them well and reminds them how to use the slide, swings and bars safely. Children are

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need to do better?

independent. They fasten their own shoes and enjoy dressing up in different outfits. The childminder ensures that children are provided with a balanced and healthy diet. n The childminder pursues her own continuous professional development. She carries out research and extensive training in order to discover new and innovative ideas to support children's learning. She discusses her new proposals with parents, who say they are excited to hear more about their children's learning and how they can support this at home. The childminder takes the views of parents and children into account when she evaluates the effectiveness of her practice and the service she provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to safeguard the children in her care. She knows the signs and symptoms that could indicate that a child's well- being is at risk. The childminder understands the procedures she needs to follow if she has any concerns and how to record and report them. She ensures that she stays up to date with her training and she reviews her policies regularly. The childminder teaches children how to keep themselves safe. She conducts regular fire evacuation procedures and risk assessments of her setting and outings.

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should:

n make the most of all opportunities to extend children's learning as they play and support their understanding of the world n provide more opportunities for children to experience and learn about information and communication technology.

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Setting details

Unique reference number EY434292 Local authority Essex Inspection number 10063028 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 to 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 1 October 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Rochford, Essex. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds a childcare qualification at level 3.

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Inspection activities

n The inspector looked around the areas of the setting available to children. n The inspector held discussions with the childminder throughout the inspection and spoke to children at appropriate times. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n Parents provided written testimonials which the inspector took account of during the inspection. n Relevant documentation was available for inspection, including suitability, qualification and training certificates, records of children's attendance and the setting's policies.

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Inspection activities

5 September 2019 We carried out this inspection 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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Inspection activities

5 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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