Childminder EY412929

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 settle quickly with the childminder and demonstrate they feel secure in her care. The childminder thinks carefully about the activities and outings she plans. For example, she attends music groups on days when children attending have an interest in musical activities. The childminder is aware of toddlers needing active play and regularly takes them to soft-play areas. The childminder makes sure older children are challenged with physical tasks. For example, she provides intricate cogs and wheels for them to fit together.

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The provision is good

The childminder gains useful information from parents about what children can already do when they start to attend her setting. She quickly works out what children need to learn next and tracks their development closely. This helps the childminder to quickly notice any gaps in children's learning. She puts appropriate measures in place to close these and supports parents to gain professional help where she feels this is appropriate.

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The provision is good

The childminder helps children to learn how to develop healthy lifestyles. For example, they visit parks, where children have opportunities for climbing and running. The childminder allows children to choose what fruit they would like for snack. She also encourages children to have regular drinks of water as they play.

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need to do better?

n The childminder uses books to promote children's literacy development and to help them to gain an understanding of the world. For example, she places factual books next to toy animals placed on a world map. Children spend time carefully matching the animals to corresponding pictures. The childminder knows how to challenge the older children further. For instance, she encourages them to place the animals on continents on the world map. n Children are developing good mathematical skills. They show a good understanding of numbers as they easily count to 20, using construction toys. At other times, children sort resources into sets, such as by colour. n The childminder models respect and encourages children to use good manners. Children's behaviour, overall, is good. They listen to the childminder and respond positively. On occasions where children's behaviour is not appropriate, the childminder responds calmly. She gives children clear explanations of the effect

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need to do better?

their behaviour has on others. n Children show good attachments to the childminder. They enjoy being together and children seek the childminder out for comfort and cuddles. The childminder makes care routines fun and children respond with squeals of laughter. n Children respond well to music and singing. They enthusiastically join in with actions and movements. The childminder helps all children choose songs. For

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need to do better?

6 November 2019 example, they pick out items from a prop bag and link them to songs or rhymes. n The childminder helps the children to learn about their own and others' cultural backgrounds. For example, she makes picture books showing different costumes and traditions. The childminder also learns some words in other languages children speak. These activities support children to understand their differences. n Parents are complimentary about the childminder. For example, they state their children are very happy in her care. Parents appreciate the good information the childminder shares with them, such as about how their children are learning and developing. n The childminder supports children's ongoing development when they move on to new settings or start school. She shares comprehensive development information with new key persons or teachers. The childminder has recently had feedback from a school stating teachers found this really useful.

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need to do better?

n The childminder has a comprehensive ongoing professional development log. She seeks training to help her to continually develop her knowledge and skills, for example on how to support children with special educational needs. n The childminder generally provides a wide range of toys and resources for children to freely choose from. For example, younger children enjoy exploring tins, jars and boxes in the play kitchen. They persevere with tasks such as unscrewing lids and replacing them. However, there is not always enough variety of experiences to support younger children to engage in sustained play.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has effective safeguarding policies and procedures in place. She has a good understanding of how to recognise and respond to any signs that children may be at risk of harm or extremist behaviour. The childminder is aware of agencies in her local area and knows how to pass on concerns to them. She undertakes regular training to help her to keep her knowledge relevant and up to date.

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should:

n extend the variety of resources and experiences available, in order to entice the younger children to engage in more sustained play and learning.

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Setting details

Unique reference number EY412929 Local authority Essex Inspection number 10063008 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 11 Total number of places 6 Number of children on roll 13 Date of previous inspection 8 September 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Braintree. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector looked at the areas of the childminder's home that she uses with children and discussed how she operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector, which included documents relating to safeguarding and health and safety. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector took into account the written views of parents and discussed the childminder's reflections of her practice with her.

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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

6 November 2019 6 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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