Childminder EY104248

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 comfortable and settled in the home-from-home setting. They show kindness when they win a game and offer to give the childminder some of their cards so she 'will be happy'. Children are also learning to be considerate and show care for those in the wider community. They talk about taking part in a muddy puddle jumping event for a children's charity and are collecting stamps 'for dogs for people who can't see'.

p.2

The provision is good

Children have fun with the childminder. They play outside and laugh as they run around and try to catch bubbles, or play hide-and-seek. They carefully look at the bird feeder to see how much food the birds have eaten. They know that they must only stay in a certain part of the garden to keep safe, and explain they pick up toys from the floor 'so they don't hurt our feet'.

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The provision is good

Children count confidently. They recognise numbers and correctly match cars to the numbered parking spaces in the toy garage. They use their imaginations and study the pictures when they retell their own version of a story. They also listen intently to the childminder reading a Christmas tale. They sing loudly, and find some bells and a tambourine to play along to 'Rudolph the Red-Nosed Reindeer'.

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need to do better?

n The childminder regularly reflects on the quality of her provision. She has recently accessed training to support her to be more effective in developing children's speech and language. n From the start, the childminder gathers information from parents about what their children know and can do. She uses this information, and her own observations, to assess how she can support children to learn and develop further. She makes regular assessments of their progress and works with parents to access specialist support, if needed. Although children currently attend other early years provisions, the childminder has not yet established robust systems to share information to enable a more consistent approach to their care and learning. n The childminder provides activities and experiences that build over time. This helps children remember what they have learned. For example, the children decorate gingerbread men puppets and say the gingerbread men they baked

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need to do better?

last week 'tasted lovely'. They sing 'run, run, as fast as you can' and excitedly play with their creations while they listen to the familiar story. Although all children join in with these activities, they are not always planned to support the youngest children's learning consistently and to involve and interest them fully. n Children engage in lots of lovely conversations with the childminder. They comment that a toy pepper looks like a pumpkin. The childminder talks about

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need to do better?

17 December 2019 types of peppers, and the similarities and differences between the two vegetables. She introduces new words, for example 'treasure chest' as children play a fishing game. Younger children point out familiar objects in books and are encouraged to copy the sounds that the animals make. n The childminder supports older children to be prepared for their next stage of learning. For example, she provides activities that help them strengthen their small hand muscles ready to be competent writers. They adeptly use tweezers to pick up pretend food and show great pride when they use felt-tip pens to form the shape of the first letters of their names. n Children show high levels of independence. They are able to put on their own coats and shoes. They go to the toilet by themselves and call for help if they need it. They find their towel on the named hooks and recognise the names of all the other children in the setting.

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need to do better?

n Parents are extremely happy with the care provided. They say the childminder is 'flexible' and 'supportive', and that their children 'love being there'. Older children, who have attended the childminder's setting since they were a baby, write letters to say the childminder is 'kind' and 'fun', and they still come back once a week because they 'miss her'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge current and up to date. She accesses online training and reviews local authority updates to ensure she remains well informed. She has a clear understanding of signs that could indicate a child is at risk of harm. This includes children who may be vulnerable to extreme views and practices. The childminder confidently describes the actions she would take in the event of an allegation concerning her or another adult working with children. She maintains accurate registers and accident records and is fully aware of her responsibility to identify swiftly any behaviours and patterns that may alert her to concerns about a child's well-being.

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should:

n review the planning and delivery of activities to help younger children become more involved and benefit further from the good-quality teaching n strengthen partnership working with other settings that children attend, to promote a more consistent approach to support their learning and development.

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Setting details

Unique reference number EY104248 Local authority Essex Inspection number 10073026 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 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 9 February 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Rayleigh, Essex. She operates from 7am to 6.15pm on Monday to Thursday and from 7am to 3.30pm on Friday, all year round except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder explained to the inspector how she organises her provision. n The inspector observed the childminder's interactions with the children and assessed how these support their learning and development. n The inspector reviewed written feedback from parents, carers and minded children, and took account of their views. n The childminder showed the inspector a range of documentation including children's registers, medication records and evidence of suitability checks for household members.

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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

17 December 2019 17 December 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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