Childminder 590221

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 look forward to their day with the childminder. They immediately investigate what toys are out and settle straight away. The childminder provides children with stimulating activities that focus on extending their learning. She skilfully teaches them about size and shape through well-thought-out activities. Children stick spaghetti into play dough bases and carefully thread cereal hoops onto them. They learn how some towers are big, bigger or biggest. They giggle delightedly as they eat more hoops than they thread, grinning mischievously as they eat an extra hoop for luck.

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The provision is good

The childminder broadens children's learning as she suggests that they make hedgehogs out of the spaghetti and play dough. She teaches them interesting words, such as 'spiky'. She gives them lots of praise. Children concentrate for long periods of time and are highly motivated to succeed. They feel safe and secure in their strong bond with the childminder. They ask questions and are comfortable to express their opinions. The childminder supports children's individual characters. She takes account of their unique styles of learning as she teaches them. The childminder provides children with nurturing care. She is warm and reassuring and gives extra support to very young babies.

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need to do better?

n The childminder has strong partnerships with parents and other settings that children attend. Parents appreciate the daily communication and photographs they receive. They are delighted with the progress their children are making. The childminder works very closely with parents to support babies' emotional well-being. The childminder has thoughtful settling-in procedures that help children to make progress from when they first start. n The childminder reflects on her practice. She responds proactively to feedback from parents and children. She attends training courses to keep her knowledge up to date and researches online training and does regular online courses. Nevertheless, the childminder does not always explore training opportunities, that specifically relate to the children in her care, to enhance her already broad expertise in teaching children. n Children have a wide range of choices to make through the day and are free to

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need to do better?

decide what they would like to do. They are able to follow instructions. For example, the childminder asks older children to find a toy for babies to play with. They hunt for a suitable rattle. She praises them for being kind and helpful. They are learning how to share and the childminder is patient as she explains to them how to do this. n Children are learning about the world around them. They read books and do crafts and activities that help develop their understanding of diversity. They are

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need to do better?

15 October 2019 learning to respect people's individual needs. For example, they learn about children who have disabilities through stories and colouring in pictures. Children have a range of toys that depict people from nationalities around the world. n Children are very well behaved. They are highly inquisitive and are confident after a very short time in the care of the childminder. They are able to express their preferences. Children form very strong friendships quickly. However, sometimes, the childminder misses opportunities to encourage children to do more things on their own to help them to become even more independent. n The childminder offers calm encouragement. Children persist at their activities and are motivated to succeed. They enjoy finding matching animals to those in a song and ask to play it again. Children are able to identify animals to the words in the song. They use their fingers to count the animals. Children are starting to

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need to do better?

learn early mathematical skills throughout the day. n The childminder provides children with plenty of opportunities to develop their physical skills. Children relish daily trips to the park. They play in the large garden that has a wide range of challenging and interesting resources. Children enjoy trips to the local farm. They visit the animals and play in the adventure playground and indoor soft-play areas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of the safeguarding and child protection policies and procedures to follow to help protect children's safety and welfare. This includes knowing who to contact to seek further advice. The childminder attends regular training and does more courses online. The childminder teaches children how to remain safe. For example, they learn about the rules of how to cross the road safely on the school run and other outings.

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should:

n identify training opportunities that specifically focus on supporting children in the setting to enhance already strong teaching practice n seek further ways that promote children's ability to do even more things on their own, to help them to become even more independent.

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Setting details

Unique reference number 590221 Local authority Essex Inspection number 10062932 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 11 Date of previous inspection 7 October 2015

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Information about this early years setting

The childminder registered in 2001 and lives in South Woodham Ferrers, Essex. She operates all year round from 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed all areas of the childminder's home that children use. n The inspector observed the childminder interacting with the children during activities. n The inspector spoke to children and the childminder at convenient times. n The inspector looked at written references from parents and took account of their views. n The inspector and the childminder discussed children's learning and progress, and evaluated a learning activity together.

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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

15 October 2019 15 October 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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