Childminder EY337778

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 content. They are highly motivated to take part in the activities that the childminder provides. They find the interesting sensory resources on offer fascinating. Children spend a long time exploring how things work. Babies are inquisitive and are free to take all the contents out of boxes. They transfer them into shopping baskets. The childminder clearly names all items that they put into their baskets. They learn new vocabulary very quickly. Older children use their imaginations as they pretend to be shop keepers with a toy till. They swipe the items and ask their friends for payment. The skilful childminder introduces early mathematical concepts into their play. Children are very polite and ask their friends for a turn.

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The provision is good

Children feel safe and secure in their close bonds with the childminder, including those new to the setting. They are affectionate and caring towards one another. For example, older children are kind and considerate of the needs of younger babies. They understand that they need to help and play gently with them. They wait their turn and are very patient. The childminder rewards children with genuine praise for their positive behaviour and they beam with pride.

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need to do better?

n Partnerships with parents are excellent. Parents are delighted with the personal and professional approach of the childminder. They value the open channels of communication and regular feedback she gives them. They are thrilled with the experiences that their children are given. The childminder works together with parents to support children's learning at home. This continuity of learning helps children to make even further progress. n The childminder has high expectations of children. She challenges them in their thinking and understanding. For example, before children watch an animated children's fairy tale, she asks them questions about the story. She finds out what they remember. After watching it, she quizzes them on the outcome of the story. They discuss how the main characters must have felt. Children enthusiastically answer the questions. They are learning about how behaviour affects others.

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need to do better?

n Children learn about different festivals and cultures throughout the year. For example, they thoroughly enjoy making brightly coloured firework paintings. They use recycled materials to make prints. The childminder takes this opportunity to teach children about colours. She introduces them to new words like 'bonfire', 'shining' and 'brightly'. She intelligently links this to children's previous learning about space and rockets. However, she does not always adapt the activity so that all children make the most of the learning. n Children make their own choices throughout the day. The childminder gives

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need to do better?

4 November 2019 them plenty of time to think about their answers. They are learning to be independent. For example, older children attend to their self-care routines themselves. They sort out their own lunches. Children hang their jumpers on their hooks so that they know where they are later. Babies feed themselves. They choose what they will eat next from a selection of food. They are learning to independently use a spoon. n The childminder tracks children's progress through continuous observations. She plans their next steps in learning alongside interesting topics. These are closely linked to children's individual interests. Children take weekly trips to the local zoo and explore animals and their habitats. For instance, children learn about winter and being cold. They have been to see the feeding time for penguins at the zoo. They examine a map of the world to see where the penguins live. Children discuss what penguins eat and pretend to waddle like them.

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need to do better?

n The childminder seeks feedback from parents and children to continuously improve her provision. She proactively introduces their suggestions and requests. The childminder is a member of a local childminding network that meet weekly. They share ideas of good practice, knowledge and keep up to date with any new legislation. Nevertheless, sometimes, the childminder does not research training opportunities that focus on enhancing her teaching expertise to the highest levels.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an indepth knowledge of the signs and symptoms that may indicate that a child is at risk of harm. She knows the procedures to follow to report any concerns. She regularly attends training to keep her knowledge up to date. The childminder provides parents with booklets and information leaflets to help keep their children safe and healthy.

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should:

n explore ways to make sure that all children are able to make the most of the activities provided n seek further training opportunities that focus on strengthening the already strong teaching practice.

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Setting details

Unique reference number EY337778 Local authority Essex Inspection number 10073718 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 9 Total number of places 6 Number of children on roll 9 Date of previous inspection 14 June 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Witham, Essex. She operates all year round from 7am to 6pm, Monday 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 the 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 feedback 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

4 November 2019 4 November 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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