Childminder in Essex

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 thoroughly enjoy their time with the childminder. They form strong bonds with her and their peers. Children enjoy sitting close to the childminder while she reads them stories and gives them cuddles. They are confident to approach the childminder to ask her questions. She fosters their excitement and enthusiasm for learning. Children develop a positive sense of themselves and thrive on praise from the childminder. Older children write how much they love the activities the childminder provides.

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The provision is good

Children have fun recognising colours and shapes while waiting for their lunch. They learn about good hygiene as they wash their hands. The childminder encourages children to be independent and to make decisions, such as when they need to put on their coats or wipe their nose. Children learn patience and manage their emotions well. They love to look through photograph books of their previous experiences with the childminder.

p.2

The provision is good

Children have access to a wide variety of toys and resources that nurture their imaginations and encourage creativity. This helps them to learn how to problem solve and fosters independent thinking. Children experience a variety of people and places. They attend forest school weekly with the childminder. Here they learn about the environment, how to take risks and make friends. Children enjoy regular visits to the butchers, bakery and the vets.

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need to do better?

n The childminder provides broad and interesting educational opportunities that covers the seven areas of learning. She takes into account any activities or interests that children may not be able to explore or take part in at home. The childminder gets to know children really well. She takes every opportunity to include learning in every activity and task. As a result, all children make good progress. n The childminder provides an excellently resourced environment. Children can freely access a variety of resources and toys. They enjoy painting on plastic in the garden. They engage in pretend play with the toy food, buggies and dressing-up clothes. Children learn about numbers, technology and the world around them. They enjoy using computers, keyboards, notebooks and pens. n The childminder is an excellent role model for children to copy. She models compassion and patience. The children, in response, show care towards each

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need to do better?

other. They offer to help each other in activities and show kindness towards the childminder's dog. n The childminder has high expectations for children's behaviour. Children listen well to instructions. They learn to share, take turns and use good manners.

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need to do better?

20 November 2019 n The childminder supports children's mathematical skills well. She helps children count, recognise numbers and shapes, and supports them with simple addition and subtraction. n The childminder places a high importance on children's physical health. She works together with parents to provide healthy food for children. The childminder takes the children on daily outings, where they complete several forms of exercise, including running and jumping. She teaches children the importance of dental hygiene. n The childminder provides children with plenty of opportunities to socialise with others and experience the local area. They attend several community toddler groups and meet up with local childminders. n The childminder teaches children good hygiene lessons. She explains the importance of covering their mouths when they cough and why they clean the toys regularly. n The childminder places a high importance on children learning about the world

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need to do better?

they live in and how they can make a positive contribution to society. Children often go to the local beach with the childminder to collect waste that has been left there. n The childminder has formed positive relationships with parents. She updates them daily on their children's progress and advises how they can extend their learning at home. However, she is not consistent in giving them information about help from other agencies that is available for their children. n The childminder asks children questions to build on what they already know and can do. However, she sometimes does not give younger children enough time to respond and formulate their answers.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a thorough understanding of safeguarding matters. She understands the action to take if she has any worries about the children in her care, including signs that may indicate a child is being exposed to radical views. The childminder also understands the action to take if a safeguarding concern is raised about herself or another adult in the household. She undertakes regular training to ensure her safeguarding knowledge remains current.

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should:

n share all available resources and support with parents so that their children have every opportunity to make the best possible progress n build on teaching practice to extend children's thinking and speaking skills even further.

p.3

Setting details

Unique reference number EY347690 Local authority Essex Inspection number 10069341 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 8 October 2014

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Information about this early years setting

The childminder registered in 2007 and lives in Clacton-on-Sea, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays that have been agreed in advance. The childminder holds a childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed an adult-led activity and evaluated it with the childminder. n The inspector held several discussions with the childminder. She looked at relevant documentation and evidence of the suitability of adults living on the premises. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector took account of the views of parents through written feedback.

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Inspection activities

20 November 2019 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

20 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

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