Joanna Chapman

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children feel confident in the childminder's care. They respond positively to her enthusiastic approach and the clear boundaries set. Children develop their independence. They take responsibility for their personal care and look after their belongings. For example, when children return home from school, they remove their coats and shoes and place them securely in the hallway. Children understand the routine tasks that need to be performed, such as tidying up before lunch. Children learn to share and take turns as they participate in games and small-group activities. They work together on a complex jigsaw puzzle, helping each other to complete the picture.

p.2

The provision requires improvement

Younger children learn to assert themselves. They build their confidence to express their opinions and ideas, not only to the childminder but to other children as well. Children make choices and decisions about some aspects of their play. The childminder uses children's interests well to support them to develop their knowledge and skills. Children thoroughly enjoy playing with vehicles, creating imaginary journeys. Children enjoy daily time outside. They walk sensibly with the childminder and act responsibly when crossing the road. At home, in the garden, children use ride-on toys with enthusiasm. They skilfully move around the space and avoid obstacles.

p.2

need to do better?

n The childminder has not renewed paediatric first-aid training, which means she does not hold a current certificate. However, the childminder demonstrates a clear understanding of how to manage minor accidents and how to assess more serious injuries that require medical treatment. n Parents report their satisfaction with the care and experiences the childminder provides for their children. They appreciate the effective communication that helps them to know what their child is doing each day with the childminder. They also enjoy hearing about what they can do at home to support their children's learning. The childminder provides parents with support and guidance. She discusses children's changing needs and routines. Together, parents and the childminder agree the next steps in children's learning and decide on appropriate strategies to help children make progress. n The childminder assesses children's progress effectively. She makes good use of

p.2

need to do better?

her own observations to help her decide on what children know and what they might benefit from learning next. The childminder uses her good understanding of children when teaching. She asks questions and gives verbal guidance that help children to find ways to solve problems for themselves. n Children gain good speaking and listening skills. They engage in conversations with the childminder as they walk home from school and as they play. The

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need to do better?

7 January 2020 childminder listens attentively to what children have to say. Her expressive face and friendly tone of voice show children that she is interested. n Children have good opportunities to show their skills and share their knowledge. When doing a puzzle, a child describes the image of churned-up earth as like an earthquake. The childminder is delighted with the child's use of the word. She notes this as part of her monitoring and assessment, ready for planning experiences to build on this knowledge. n Children use their knowledge of numbers and colours as they play. They group objects, matching those with similar features. Children count in sequence. They know that each item has a value. The childminder effectively supports children's early mathematical learning. n Children behave well. They listen carefully and follow instructions. Children respond well to the clear and consistent boundaries. The childminder gives clear

p.2

need to do better?

guidance to children about their behaviour. This helps them to feel secure, understand expectations and keep themselves safe. n The childminder establishes friendly communication with staff at other early years settings children attend. However, they do not talk enough about some aspects of children's education in order to gain a shared understanding of what children know and can do in each setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder explains her policy and the local procedures for safeguarding children. She recalls the information she gains from training. The childminder identifies the possible signs that could indicate a child is suffering from harm. Furthermore, she has made herself aware of wider safeguarding issues, including children being at risk of radicalisation and exploitation.

p.3

Due date

ensure a paediatric first-aid certificate is maintained at all times. 29/02/2020

p.3

should:

n build on the communication with other early years settings that children attend to gain an even better understanding of children's current learning needs.

p.3

Setting details

Unique reference number EY548244 Local authority Essex Inspection number 10107404 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 8 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Harlow. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n ,The childminder and the inspector discussed the organisation of the early years provision, the curriculum and the impact these have on children's learning. n The inspector looked at relevant documentation, including evidence of the suitability of persons living in the household. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector observed the interaction between the childminder and the children. She accompanied the childminder to collect children from school. n The inspector took account of the views of parents through written feedback provided.

p.4

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

7 January 2020 7 January 2020 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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