Childminder in Essex

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are exceptionally motivated to learn. They thoroughly enjoy their time with the childminder. They have formed extremely close and affectionate bonds with her. Children challenge themselves and persevere. For example, they persist in their efforts to cut out cardboard rolls to make firework prints. The childminder rewards them with very specific praise. They have a deep understanding of behavioural expectations. Children relish the opportunity to create many firework paintings. They learn exciting new words, such as 'sparkle', 'explode' and 'whoosh'. The childminder prints the words out so that children can stick them onto their pictures. She extends their learning further as they start to identify letters and patterns in the words. Children are intensely involved in their learning. They find it amazing when they mix yellow and blue paint to make it green. They then experiment and make their own purple and orange paint. They are completely

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The provision is good

fascinated with their discovery. Children feel safe and secure to try new things, knowing that the childminder will support them. They make their own decisions and choices throughout the activity. Children excitedly watch a fireworks display on the computer, which builds on their learning during the activity. They marvel at the various colours and sounds.

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need to do better?

n Teaching children communication skills is a particular strength of the childminder. Children choose their favourite stories and she reads these with dynamic expression. Children delight in finishing sentences and refrains. The childminder adds actions to new words she teaches them. This helps children to remember them. Children are developing their speech and vocabulary throughout the day. n Children display superb behaviour. The childminder steps in quickly and fairly to resolve any discussions that arise over sharing. Children learn to take other people's feelings into account. The childminder takes each child's individual learning style into consideration when planning. She includes their individual personalities and interests in their learning. This helps children to flourish. n The childminder meets with a network of colleagues on a regular basis at children's groups and on interesting outings. They share good practice,

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need to do better?

knowledge and keep up to date with new legislation. Children socialise with many other children and make friends around the community. They learn how others are different and what makes them unique. n Partnerships with parents are very strong. Parents comment that the childminder is excellent. They are delighted with the fabulous experiences the childminder gives their children. Parents value the support she gives them. They are thrilled that their children are so happy and making such great progress. n Children manage their self-care routines exceedingly well for their age. They are

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need to do better?

6 November 2019 incredibly self-sufficient, and communicate their needs and wishes very well. The highly perceptive childminder helps to ensure that they manage their feelings with maturity. The childminder is an outstanding role model to children. They echo her kind words in their play and offer their friends compliments and praise. n The childminder gives children rich opportunities to explore the world around them. For example, they visit a pumpkin farm and choose which ones they would like to decorate for Halloween. They learn how people in their community celebrate different festivals and faiths. Children follow a very healthy diet. The youngest children are experts at carefully chopping up their own fruit. n Children have vivid imaginations. They are highly engrossed in their role-play activities and enjoy using sensory resources. For example, they use conkers and smooth pebbles in their cooking role play. This sparks interesting conversations.

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need to do better?

Children play together and learn from one another. However, the childminder does not always use teaching opportunities to further extend children's early mathematical understanding. n The childminder commits wholeheartedly to continuously improving her practice. She attends training courses and completes online training. She immediately implements new ideas to provide a positive impact on outcomes for children. For example, she has reorganised the layout of her resources to create areas of focus. This has meant that children concentrate and learning has improved.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an in-depth knowledge and understanding of the safeguarding and child protection policies and procedures to follow in order to help her to protect children's safety and welfare. This includes knowing who to contact to seek further advice. The childminder attends regular training and completes more courses online in order to keep her safeguarding knowledge up to date. She closely supervises children as they play, and teaches them how to keep themselves safe and use resources responsibly.

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should:

n make the most of all opportunities to strengthen children's early mathematical knowledge further.

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Setting details

Unique reference number EY436036 Local authority Essex Inspection number 10074958 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 13 Date of previous inspection 29 March 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Thundersley, Essex. She operates all year round from 7.30am to 6pm, Monday to Thursday, 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 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

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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