Childminder EY412565

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 settle quickly with the childminder and her assistant. They play and learn in a purpose-built log cabin in the childminder's garden, which they enjoy being in. Children choose what they want to play with and make good use of the floor space, for example to create large-scale wooden train tracks. The childminder and her assistant support children and challenge them as they play. For example, children are encouraged to work out how to prevent the trains crashing when they meet on the track, each going in a different direction. Children get creative and decide that one train can fly over the top of the other, which solves the problem.

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The provision is good

Children enjoy a wide range of experiences and activities that interest and excite them. They show their keenness to have a go, and pay attention while the childminder's assistant explains to them how to make bird seed cakes. They listen to the instructions and add scoops of butter to dry bird seed to bind the different seeds together and make the bird seed cake. Children behave well. They receive lots of support, reassurance and comfort from the childminder and her assistant, which helps them to feel safe.

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need to do better?

n Children receive lots of encouragement to use their good communication and language skills. They confidently share their thoughts and ideas, even standing up in front of their friends to sing their favourite nursery rhyme. The childminder and her assistant ask children questions and wait for them to respond. However, at times, they occasionally miss opportunities to introduce children to more complex mathematical problems and language. n Children play well together, sharing resources and enjoying each other's company. Older children demonstrate care and concern for their younger friends, lending a supportive hand to help them manage tasks they find challenging. n The childminder and her assistant know the children very well. This helps them to tailor learning experiences around children's interests and to build on what they already know. The childminder regularly monitors children's achievements to track their development and plan for what they need to learn next. Children

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need to do better?

make good progress from their individual starting points. n Children have a wide range of opportunities to practise and develop skills to help prepare them for the next stage in their learning, such as school. Children quickly master putting on their coats, scarves and gloves ready to outside and play. However, sometimes, the childminder and her assistant do too much for the children, for example at lunchtime, which limits what children can learn do to for themselves. n The childminder completes regular supervision meetings with her assistant and

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need to do better?

10 January 2020 encourages her to attend training courses to help develop her knowledge. They regularly discuss and evaluate their practice, seeking ideas and views from parents and children to help them decide on areas to work on next. n The childminder and her assistant work closely with other professionals involved in children's care. For example, they share information with speech and language therapists to help to close gaps in children's communication and language skills. n Links with schools are effective. Teachers visit children in the setting to observe them in familiar surroundings and discuss their progress with the childminder and her assistant. This helps teachers to support children when they start school and provide good continuity in their learning and development. n Partnerships with parents are good. The childminder keeps detailed daily diaries which contain photographs, observations and information about what children

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need to do better?

have done during the day. Parents reply and share their thoughts about their children's learning at home, which helps to provide good levels of continuity in children's learning and development. n Children enjoy spending time in the garden each day. This helps to support their good health and well-being as well as they develop their physical skills. Children climb, balance, ride and build, making good use of the wide range of resources the childminder provides.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of how to safeguard children and the signs that may indicate a child is at risk of harm. They attend regular child protection courses and refresh their knowledge using online training programmes. The childminder has a good understanding of the possible dangers mobile phones and the internet pose to children and has strict guidelines in place for the older children she cares for. She shares her safeguarding policies with parents, which helps them to understand how she protects their children from possible harm. This helps to keep all children safe.

p.3

should:

n build further on opportunities to introduce children to more complex mathematical problems and language n make greater use of opportunities to encourage children to learn do to more for themselves, particularly at mealtimes.

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Setting details

Unique reference number EY412565 Local authority Essex Inspection number 10063007 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 2 to 9 Total number of places 11 Number of children on roll 13 Date of previous inspection 2 December 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Harwich, Essex. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She receives funding to provide free early education for children aged two, three and four years. The childminder works with an assistant.

p.4

Inspection activities

n The childminder jointly observed an activity led by her assistant with the inspector. n The inspector spoke to children, the assistant and the childminder, and read written comments from parents. n The childminder spoke about how she observes, assesses and plans for what children need to learn next and showed the inspector children's daily diaries. n The inspector toured the premises and observed the childminder and her assistant playing and interacting with the children. n The inspector sampled the childminder's qualifications and checked evidence of her suitability to work with children.

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Inspection activities

10 January 2020 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

10 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

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