Childminder EY491061

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 Met (with actions)

p.1

The provision is good

Children demonstrate they feel safe and happy in the warm and welcoming environment that the childminder provides. They benefit from her caring and nurturing nature. Children form strong attachments with the childminder and develop secure friendships with each other. They show good levels of self-esteem and emotional well-being. Children's behaviour is good. They learn good manners and say 'please' and 'thank you' independently.

p.2

The provision is good

Children enjoy play opportunities that follow their interests. As a result, they remain active and engaged. Children concentrate as they complete a puzzle together. They listen attentively as the childminder sits with them and sensitively offers tips and encouragement when they encounter challenges. The indoor play space is organised so that children have independent access to a wide range of resources. They are confident to make their own choices about the toys they play with.

p.2

The provision is good

Children experience a broad range of innovative learning opportunities that encourage them to be curious and eager to learn. The childminder has high expectations for all children. Children participate in activities that help to build on their existing skills and support their progress. Children are provided with a language-rich environment. They engage confidently in meaningful conversation with the childminder and each other, demonstrating good communication skills.

p.2

need to do better?

n Activities are well planned and provide children with stimulating and challenging experiences. The childminder understands that children develop at different rates. She adapts activities to support individual needs. For example, older children use pencils to draw a large-scale road and town. Younger children explore the different marks they make with cars dipped in paint. n During planned activities and play, the childminder promotes and extends children's learning. For example, as children's hands get messy with paint, she encourages them to print their hands and compare the sizes. However, on occasion, the childminder steps in too quickly to redirect children's learning and does not allow them the time to persevere and work things out for themselves. n Children are supported to develop the skills they need in preparation for their next stage in learning and their future move to school. For example, older

p.2

need to do better?

children learn to count and have plenty of opportunities to practise their early mark-making skills. However, the childminder has not yet established links with staff at local schools to help support further continuity in children's learning. n Children's communication and language skills are supported very well. The childminder talks to the children continually and listens to their responses. She

p.2

need to do better?

29 November 2019 introduces new vocabulary and gives age-appropriate explanations to support their understanding. The childminder reads stories with good expression and children remain engaged. n Partnerships with parents are good. The childminder obtains information from parents about children's abilities and interests before they start. She regularly shares information with parents to keep them informed about their children's ongoing learning achievements. This helps to support continuity in children's learning and development. Parents are complimentary and comment that the childminder is 'very supportive' and 'goes above and beyond' in her role. n The childminder is a good role model and demonstrates kindness and patience to the children. She gives them gentle reminders to help them understand behaviours that are not acceptable, and the consequences of their actions on others. Children play well together and show kindness to each other. For

p.2

need to do better?

example, children spontaneously help others to take off their painting aprons. n Children have regular opportunities to visit local amenities, such as the zoo, nature reserve and library. This helps to develop their knowledge of the wider world and supports their social skills. Children are beginning to recognise their similarities and differences. For example, they talk about their different-coloured eyes. n The childminder is proactive in keeping her knowledge and skills updated. She sources and attends targeted training to broaden her knowledge and improve her practice. This helps to ensure consistent high-quality provision and supports children's ongoing progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection. She knows how to recognise the possible signs and symptoms of abuse. In addition, she knows the correct procedure to follow if she has any concerns about a child's well-being. The childminder ensures that her knowledge remains up to date by attending relevant safeguarding training. This includes wider safeguarding issues, such as the 'Prevent' duty.

p.3

should:

n support children even more effectively to help them persevere and enable them to fully explore their own ideas n enhance partnership working with staff at the other settings that children attend to support a consistent approach to meeting all children's learning needs.

p.3

Setting details

Unique reference number EY491061 Local authority Essex Inspection number 10127257 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 6 Total number of places 6 Number of children on roll 4 Date of previous inspection 26 January 2016

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Basildon. She holds an appropriate childcare qualification at level 3. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector carried out a learning walk with the childminder, discussing the curriculum she provides for the children. The inspector viewed the areas of the childminder's home that children use. n The inspector spoke to children and the childminder at appropriate times during the inspection. n The inspector observed a joint activity with the childminder and they evaluated it together. n The inspector took account of the views of parents through written feedback provided. n The inspector looked at a selection of relevant policies, procedures and documentation.

p.4

Inspection activities

29 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.

p.4

Inspection activities

29 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6