Childminder in Essex

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are confident and show that they feel safe and comfortable in the childminder's care. They articulate their feelings well, using words and gestures to let the childminder know that they want something. Children settle well. The childminder uses plenty of praise and encouragement to help to build their confidence and self-esteem. Children develop a sense of belonging, for example, they place their coats and bags on low-level hooks in the hallway and have a named hook in the bathroom to place their towel on.

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The provision is good

Children use good manners. They say 'please' and 'thank you' to each other and learn how to take turns and respect each other's wishes. The childminder promotes her simple house rules through gentle reminders, for example, asking children to clear away the toys they have been playing with in the playroom, before they go into the garden.

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The provision is good

The childminder knows the children well. She has high expectations for their future learning, based on what she knows the children can already do. For example, when children understand the concept of individual numbers and groups of two, she moves them on to looking at groups of three. She places resources in strategic areas in the playroom and garden to promote this aspect of learning.

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need to do better?

n The childminder understands how the children in her care learn. She works closely with parents to establish a good understanding of their children's home life and capabilities on entry. The childminder uses this information to assess their level of development. She plans effective activities and experiences to help children to develop their skills across all areas of learning. Children, including those with special educational needs and/or disabilities, make good progress from their starting points and are well prepared for their next stage of learning. n Children participate in a wide range of activities, in the childminder's home and when they go for walks and outings in the local area. They are keen, active and motivated to learn and enjoy new and familiar experiences. Children have opportunities to learn about where food comes from. The childminder encourages them to plant, tend and harvest fruit and vegetables that they grow

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need to do better?

on an allotment. n The childminder helps children to get the most out of their learning. She speaks to them about what they are doing and asks questions to help them to solve problems for themselves. On occasions, however, the childminder answers the questions herself, not providing the children with time to consider and process their answers. n The childminder plans activities that are based on children's interests, likes and

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need to do better?

23 September 2019 dislikes. For example, resources are presented in an interesting way to enable children who have a keen interest in balls to explore them in a range of ways. In the garden, they roll plastic balls down a piece of guttering and watch them roll away. They then turn the guttering around so that the balls remain in a long line. The childminder takes this opportunity to promote children's physical skills as well as their mathematical understanding. n Children enjoy exploring with messy play materials, such as paint. They squeeze the bottles of paint into the large tray and mix the colours with brushes and their fingers. Older children make shapes in the paint, and the childminder supports their learning by reminding them of the name of the shape. Younger children, however, are not always so engaged in this type of play. The childminder does not consistently adapt the activities well enough to ensure that

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need to do better?

younger children gain as much learning from the experience as older children. n The childminder is ambitious, keen and enthusiastic. She talks about her love of childminding and demonstrates this in the way in which she cares for the children. The childminder is passionate about helping children to have a good foundation to their learning. She keeps abreast of new ideas and research and constantly looks for new activities to try with the children. She has plans to further expand her childminding provision and may consider employing an assistant to enable her to do this.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to protect children. She knows the signs that might indicate that a child is at risk of harm or neglect. The childminder understands how to refer any concerns to the appropriate authority for investigation. She regularly updates her safeguarding knowledge, for example, through training and keeping abreast of changes to current guidance. The childminder risk assesses her home and the outings that she takes children on effectively, to help her to ensure that children play in a safe environment. When hazards are identified, she deals with them swiftly.

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should:

n provide more opportunities for children to consider their thoughts and responses to questions n adapt activities appropriately to enable younger children to fully participate in planned and freely chosen learning opportunities.

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Setting details

Unique reference number EY546385 Local authority Essex Inspection number 10105497 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 0 to 9 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She operates Monday to Friday from 7am to 6pm, all year round. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed all the areas of the childminder's house that are used for childminding. n The inspector observed the childminder's teaching and held discussions with her about the learning intentions and how she implements her planning. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector looked at relevant documentation, including training certificates and information relating to the suitability of adults living on the premises. n The inspector took account of the views of parents, shared through written responses to questionnaires.

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Inspection activities

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

23 September 2019 23 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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