Childminder in Southend on Sea

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 happy in the childminder's care. She develops warm and caring relationships with them and helps them to feel settled. Children lean against her for a reassuring hug as they share books together and smile when she talks to them. The childminder helps children to develop self-help skills. This was evident when young children poured themselves water from a large jug, and the childminder praised them for doing such a good job and not spilling a drop. The childminder understands how to encourage children to share, take turns and communicate with each other and with her. She is clear about her expectations for children's development and their behaviour. She uses language that is appropriate to the age of the children. They behave well and respond to her requests. Children show a positive attitude towards the activities the childminder provides and make good progress in their learning, particularly in their development of speech. However,

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The provision is good

children would benefit from having more opportunities to make choices about which resources they will use, particularly outside. The childminder provides children with support and encouragement. For example, as young children try to pedal bikes in the garden, she carefully puts their feet onto the pedals and shows them how to push themselves forwards. Children smile at her as they succeed in pedalling the bike.

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need to do better?

n The childminder gets to know children's interests and uses this information to provide activities that she knows will engage them. For example, she set out a train track for children who she knows are interested in trains. She invited them to bring in their trains from home and they play with them alongside the trains the childminder provides. The childminder then encourages children to share the trains with each other. n The childminder provides many opportunities to develop children's mathematical skills, through both counting and gaining an understanding of measures. She set out a tray full of cornflakes with spades and cups. As children scooped the flakes into their cups, she supported them counting up to 20 and used the words 'full' and 'empty' as they filled the cups. n The childminder sets up a range of activities indoors that she knows the children will enjoy. Outside, children play on bikes and cars. However, there are limited

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need to do better?

opportunities outside for them to choose resources to cover all areas of learning. The childminder has evaluated her provision and has correctly identified her outdoor learning environment as her next priority. n The childminder uses routines of the day to provide learning opportunities to develop different areas of learning. For example, as she served children fruit for their snack, they counted the fruit. She also talked about sharing and healthy eating, and negotiated with a child to have a cracker instead of fruit as long as

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need to do better?

13 December 2019 he ate some fruit later. The childminder is clear about the importance of supporting children to develop their communication and language skills, and constantly chats with them and models language. Children make good progress in their language development, including those who were previously below the level expected for their age but who are now catching up with other children. n Children behave well and demonstrate a positive attitude towards the activities provided by the childminder. Young children went to the book area and chose favourite books, turning the pages and naming what they could see. Older children rushed over to the tray of cornflakes and began counting independently. When the childminder pointed out that they had missed a number, they took it in their stride and began counting again from that number. n The childminder uses songs and rhymes throughout her interactions with the

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need to do better?

children, particularly to put children at ease during care practices. For example, she sang 'If you're happy and you know it, clap your hands' while changing children's nappies. Other children heard her singing, joined in and clapped their hands. n The childminder is clear with children about her expectations of behaviour. She talks about the importance of sharing resources and why being respectful of one another's needs is important. n The childminder builds good relationships with parents. She regularly shares information about the progress children have made and the next steps that she is working on. Parents are very positive about the care and learning their children receive. Parents sat that 'She is just great, my child is so happy' and 'I felt immediately comfortable with her'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended training on how to safeguard children. She knows the signs to look out for that might indicate that a child is at risk of harm. She also knows the procedures to follow if she has any concerns about a child. She risk assesses her property to ensure that she has identified the possible risks to children and minimised these. When it was time for her to cook lunch, she explained to the children that they should not come into the kitchen with her because the cooker is hot. She also has gates to ensure the children do not go upstairs.

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should:

n provide children with more opportunities to make choices about which resources they will use to enhance their play and be active learners across all areas of learning, particularly outside.

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Setting details

Unique reference number EY451645 Local authority Barking and Dagenham Inspection number 10075250 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 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 17 February 2016

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Information about this early years setting

The childminder registered in 2013 and lives in the London Borough of Barking and Dagenham. She operates Monday to Saturday from 7.30am to 6.30pm, throughout the year, except bank holidays. The childminder receives funding to provide free early education places for two-year-olds. She has a degree in early childhood studies.

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Inspection activities

n The inspector discussed children's learning and progress with the childminder. n The inspector observed the quality of teaching during activities both indoors and outside, and assessed the impact on the children's learning. n A range of documents was sampled by the inspector, including suitability checks, children's records and policies and procedures. n The inspector spoke with parents, children and the childminder to obtain their views.

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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

13 December 2019 13 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

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

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