Childminder EY450363

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 happily settled in the childminder's home. They make good friends, and 'high five' the other children to say goodbye. They eagerly tidy up the toys and tell the childminder, 'It is all clean.' Children show great resilience when they complete a shape sorter. They do not give up and repeatedly tell themselves, 'No, not there. Try again.' They independently wash their hands before eating, safely standing on a step to reach the taps. Older children competently spread jam onto bread to make their own sandwich.

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The provision is good

Children are fascinated by a book about a farm and ask the childminder to read it over again. They do all the actions as they sing, 'The Wheels on the Bus'. Children play a selection of instruments and explore the different sounds they can make by banging and shaking them.

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The provision is good

Children enjoy being outside in the spacious garden. They throw a ball into a goal and celebrate that they have scored. They play with ride-on cars and laugh when they bump into each other. The childminder joins them to play 'shops'. Children pretend to be the shopkeeper and go into the playhouse to serve a cup of 'coffee' or different flavoured 'ice creams'. They feed carrots to the rabbits and understand that they must keep their fingers out of the cage in case the rabbits nibble them.

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need to do better?

n The childminder reflects on her provision and identifies how to improve her practice. She recently completed training to support her work with children with specific needs. n The childminder creates a welcoming environment and greets children enthusiastically. She gathers significant information from parents when they arrive, such as what their children have eaten and how well they have slept. This enables her to tailor her care according to their individual needs. n Comprehensive information is shared with other settings the children attend, which supports a consistent approach to their learning. The childminder provides detailed information about children's achievements and her plans to support their learning. When children are moving on to school, she completes a document that informs teachers of what children already know and can do. The childminder also provides parents with suggestions to help them to prepare their

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need to do better?

children for their next stage in education. This contributes to smooth transitions. n The childminder has high expectations for all children. She knows them well and plans activities to minimise gaps in their development. Occasionally, she does not precisely address what children need to know first, before moving on. n Children learn new, interesting words when they play with musical instruments. They practise saying 'tambourine' and 'xylophone'. The childminder checks that

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need to do better?

20 January 2020 they remember what they are called by asking them to find the instruments again. They excitedly find them and put them back in the box. n The childminder uses children's love of cars to skilfully extend their learning. For example, they concentrate as they compare the similarities and differences between a fire engine and a police car. They eagerly count the cars together and identify their colours. The childminder introduces concepts such as 'fast' and 'slow' as children race toy cars along a road mat. n Parents are very complimentary about the childminder. They describe her as being reliable and supportive, and say their children 'cannot wait to go back'. She shares her assessments of children's progress, which gives parents ideas of how to extend their children's learning at home. n The childminder supports children with special educational needs and/or disabilities exceptionally well. She meets with parents to provide a consistent

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need to do better?

approach to their children's care. She liaises closely with other professionals and invites them into her home to enable a clear assessment of children's needs and behaviours in all environments. The childminder follows children's individual educational plans to maximise their potential. n Children have opportunities to visit local attractions and community groups with the childminder. They mix with other children, which builds on their social skills. Children have experiences that help them to appreciate nature when, for example, the childminder takes them to the beach and the woods.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a solid understanding of her role to protect children who may be at risk of harm. She is clearly aware of the signs and symptoms that could indicate a child is at risk. This includes children who are vulnerable and might be exposed to extreme views or behaviours. The childminder has completed relevant safeguarding training. She is proactive and has sought information to remain up to date with recent changes in the local authority child protection procedures. She is confident to refer concerns to the appropriate agencies, including in the event of an allegation.

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should:

n adapt the opportunities that are planned to support children's next steps so they are more precisely matched to their abilities.

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Setting details

Unique reference number EY450363 Local authority Essex Inspection number 10075227 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 14 Date of previous inspection 19 January 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Wickford, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder showed the inspector around her home and talked about how she organises her setting. n The inspector spoke to the childminder and children at convenient times throughout the inspection. n The inspector observed children playing, inside and outdoors, and assessed the impact of the childminder's interactions. n Parents shared their views about the childminding provision, verbally and in writing. n The childminder provided a range of documentation for the inspector to review, including her safeguarding policy and children's attendance records. n The inspector carried out a joint observation with the childminder and discussed the impact of her teaching.

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Inspection activities

20 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

20 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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