Childminder EY543731

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 happy, content and settle easily with the childminder. She knows the children very well and takes time to find out what they know and can do when they start. The childminder skilfully uses their interests to provide activities that support what they need to learn next in order to extend their learning. For example, when children show an interest in a wooden matching game, she links this to their favourite story about a hungry caterpillar and reads it to them. This helps to ensure that children engage and enjoy their learning.

p.2

The provision is good

Children behave well. They follow the childminder's lead and use 'please' and 'thank you' at appropriate times. The childminder ensures that from a young age, children learn how to be independent and respect the environment. They put away games they have finished with in the cupboard before helping themselves to another one.

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The provision is good

The childminder has good partnerships with parents. They appreciate the care she provides for their children and comment in written testimonials on the range of ways she keeps them up to date with their child's learning and development.

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need to do better?

n The childminder provides children with many opportunities to learn about the world around them. They have regular walks in the park and look for signs that the seasons are changing. Children and the childminder collect natural resources such as leaves, twigs and stones that they use to create pictures and play dough models. n Children are at ease in each other's company. However, at times, the childminder does not always intervene effectively when older, more-confident children make play choices without waiting for younger, less-confident children to take part in the decision. n The childminder has a good understanding of the strengths and weaknesses of her provision. She is keen to undertake further training courses and extend her knowledge and practice. n Children enjoy the healthy meals and snacks which the childminder provides. They sprinkle grated cheese on to their spaghetti bolognese and enjoy a yoghurt

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need to do better?

before snuggling up with the childminder on the sofa listening to their favourite stories. n Children chat to each other and the childminder during their play. However, at times, the childminder forgets to give children sufficient time to respond to her questions before asking another one. n Children enjoy counting and use mathematical language freely in their play. For example, they count how many pieces of spaghetti they are pushing into play

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need to do better?

28 October 2019 dough to create spiders. They note that when they break the lengths of spaghetti they become shorter. Children recognise the colours and shapes on chunky puzzles. They use their imaginative skills when pretending to cook food in the play kitchen and when building models from construction bricks. n The childminder has links with the local school and pre-school. She speaks to staff when her minded children are dropped off or collected, which enables her to complement and continue their care and learning when they are with her. n Children learn how to treat and respect the childminder's pets, including the family dog. Children happily sit and play on the floor, while the dog stretches out asleep on the rug beside them. n Children make good progress in relation to their starting points. They learn to recognise their name and how to dress themselves ready to go outside. These key skills help to ensure that children are ready for school when the time comes.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection, including how to identify signs which may indicate that a child is at risk of harm. She keeps a note of any accidents or injuries that children may sustain either at home or when in her care. This enables her to refer any concerns she may have on to the relevant statutory agencies.

p.3

should:

n build on ways to encourage younger children to develop their confidence and make their own play choices n provide children with greater opportunities to think about and respond to questions.

p.3

Setting details

Unique reference number EY543731 Local authority Essex Inspection number 10091858 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 5 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Tiptree, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3.

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Inspection activities

n The childminder showed the inspector the areas of her home used for childminding. She discussed how she identifies children's starting points and plans for what they need to learn next. n The inspector and the childminder discussed an activity which the childminder had planned and the learning outcomes children achieved. n The inspector sampled children's learning records and observed them playing with the childminder. n The inspector spoke to the childminder and the children, and read written testimonials provided for the inspection by parents.

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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

28 October 2019 28 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

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