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 Good

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The provision is good

Children are happy and settled with the childminder. They confidently help with tasks, such as tidying away toys. They form trusting relationships with the childminder and turn to her for emotional support when they need to, such as when they are feeling upset. The childminder assists them effectively to develop their independence. This supports them to be ready for the next stage in their learning.

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The provision is good

The childminder recognises children's individual needs and developmental levels. She obtains a range of information from parents before children start. She uses her strong knowledge and previous experience to support children effectively, particularly children with special educational needs and/or disabilities, who thrive in her care.

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The provision is good

Children develop a love of reading from an early age. The childminder encourages them to choose books that interest them. Children focus well as the childminder engages them in the stories she reads. For example, she encourages them to talk about what they can see in the pictures. The childminder supports children to make links between different areas of their learning. For instance, she suggests that children bring their toy tractor with them as they listen to a book about tractors.

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need to do better?

n The childminder places a strong emphasis on the importance of professional development. She readily seeks out courses to complete to enhance her professional knowledge even further. She researches specific topics so that she can support children effectively. For instance, she completes training to support children's speech development. n Parents are very happy with the service that the childminder provides. She seeks their views and opinions. This supports her to develop the service she offers. She uses a variety of methods to communicate effectively with parents. She keeps them informed about the progress their children make. Parents feel that the childminder meets their children's individual needs well. n The childminder offers children a variety of experiences to learn about the wider community. For example, she takes them to visit a local community day centre. This provides children with the opportunity to learn more about a wide range of

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need to do better?

people. The childminder takes children to groups where they can interact with other children, such as weekly toddler groups. This helps them to develop their social interactions and build their confidence further. n The childminder plans her curriculum well. She uses information she gains from observations effectively. This contributes to her ability to identify suitable next steps for each child. Children are well supported to develop their mathematical

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need to do better?

25 September 2019 knowledge. The childminder skilfully incorporates children's interests into their learning. For instance, she talks to children about the different sizes of their favourite toys. As a result, children learn how to use mathematical language appropriately. n Children receive meaningful learning experiences across all areas of the early years foundation stage curriculum. The childminder builds on children's previous experiences. For example, she shows them a crane fly that is inside the house. She reminds them about the one that they had previously seen outdoors. The childminder provides children with a narrative as they watch with interest. This helps them to build their vocabulary. n The childminder provides children with a range of activities, including opportunities to develop their imaginative play. They enjoy accessing the resources independently and have favourite toys that they are keen to play with.

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need to do better?

However, the childminder does not always support children's ability to expand on their imaginative play experiences effectively or build on their imaginative ideas further. n Children play well alongside one another in age-appropriate ways. They are kind to each other, such as when they give their friends hugs. Older children are able to share and take turns appropriately. However, younger children do not always understand the concept of waiting for their turn. The childminder does not always use age-appropriate strategies to support younger children to understand how to share and take turns effectively.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibilities with regards to keeping children safe. She implements her written safeguarding policy effectively. She has completed a range of relevant training, which helps to keep her knowledge and understanding up to date. The childminder recognises the possible signs of abuse. She is confident in the processes to follow should she need to raise a concern to the relevant authorities. Additionally, she knows what to do and who to contact if an allegation is made against her or a member of the household.

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should:

n support children to build on their imaginative play experiences more effectively so that they can extend their play and ideas even further n make the most of opportunities to build on younger children's sharing and turn- taking skills, using age-appropriate methods to support them to develop their understanding more effectively.

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Setting details

Unique reference number EY337718 Local authority Essex Inspection number 10073716 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 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 20 May 2016

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Information about this early years setting

The childminder registered in 2006 and lives in Waltham Abbey. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder gave the inspector a tour of the areas of the premises used for childminding. n The inspector read a variety of references and questionnaires completed by parents and took account of their views. n The inspector interacted with children at appropriate times throughout the inspection. Discussions between the childminder and the inspector were ongoing throughout the inspection. n The inspector observed the quality of the childminder's interactions with children and assessed the impact the interactions have on children's learning and development. n The inspector sampled some documentation that the childminder keeps, including suitability documents for the members of the household.

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Inspection activities

25 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

25 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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