Childminder EY428879

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 confident to explore the play environment in the childminder's home. They make choices in their play and eagerly select resources to extend their ideas. Their confidence indicates that they feel safe and secure. Children quickly become engrossed in their play. They engage in role-play scenarios and use their imagination as they prepare pretend meals for the childminder and visitor. Children talk about the different food on the plates and point out the food that is healthy. The childminder plans ambitious activities to help children do their best. Children develop their mathematical skills as they count and work out how many candles are needed on a birthday cake. They are starting to recognise numerals as they make number shapes from play dough.

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The provision is good

Overall, children behave well. They are starting to learn to be tolerant of each other, share and take turns. They help to tidy up to prevent tripping hazards and take care of the toys and resources they use. Children enjoy a wide variety of outings in the local community. They enjoy sessions at community groups and visits to the library, museum, nearby parks and the zoo. This provides them with good opportunities to learn about new things, play energetically and socialise with other children and adults.

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need to do better?

n The childminder provides a relaxed, warm and nurturing environment for children. She liaises effectively with parents to ensure they receive information about their child's day. Settling-in arrangements are thoughtfully planned to support children's emotional well-being. Babies are inquisitive and build strong bonds with the childminder. The childminder follows children's home routines, including sleep times. They awake content and happy to resume their play. n The childminder gets to know the children well. She plans interesting activities that are based on children's interests and their next steps in learning. Children are enthusiastic and eager to take part. They particularly enjoy outdoor learning in the well-equipped garden. Children concentrate as they build sandcastles and climb on a variety of outdoor apparatus. n The childminder supports young children's language and communication skills well. She extends children's vocabulary effectively as she refers to the different

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need to do better?

size, colour and shape of items. Children naturally repeat the words she says. However, occasionally, the childminder is overly enthusiastic in her questioning and does not always give children the opportunity to think and respond with full and interesting answers. n The childminder ensures that children can easily access resources to develop their keen interest in literacy. Children look at storybooks with pleasure and recognise the initial letter of their name. Children have fun as they explore props

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need to do better?

20 January 2020 and puppets linked to nursery rhymes. Children explore different sounds using a variety of musical instruments. They move expressively as they join in singing familiar songs and action rhymes. n Children learn about good hygiene through familiar routines. As they develop, they become independent in managing their personal self-care. The childminder works closely with parents to support children with toilet training. Nappy changing is sensitively and hygienically carried out. Children enjoy a range of healthy food at mealtimes, provided by parents and supported closely by the childminder. n Children are confident, happy and demonstrate a good sense of belonging. The childminder is calm and very patient in all her interactions. When younger children have disagreements, she calmly distracts them and ensures they play fairly. However, sometimes, children do not always receive clear messages to

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need to do better?

help them manage their feelings or about how their actions might affect others. n The childminder is committed to her ongoing professional development. She completes regular training, meets with other childminders and researches current childcare trends. She recognises the positive impact that this has on her practice and the benefits to children's care and learning. n Parents make very complimentary comments about how the childminder has supported their children. They say their children develop 'in leaps and bounds' and they appreciate the variety of outings and activities she offers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role and responsibility to ensure that children in her care are kept safe. She is confident about the correct procedures to follow if she has any concerns about the welfare of a child. The childminder keeps her knowledge updated by completing training and is aware of wider child protection issues. The childminder uses a range of strategies to help to keep children safe in her home. For instance, she ensures entrance doors are locked, records visitors to her home and supervises children closely at all times.

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should:

n adapt questioning and give children more opportunities to think and give full and interesting responses n explore more ways to help children manage their own feelings and gain an understanding of how their actions may affect others.

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Setting details

Unique reference number EY428879 Local authority Essex Inspection number 10063022 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 0 to 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 17 November 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Braintree, Essex. She operates all year round from 6.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays agreed in advance. The childminder provides funded early years education for three- and four-year-old children.

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Inspection activities

n The inspector looked around the ground floor of the premises and held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector observed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning. n The inspector viewed focused activities with the childminder and held discussions with her and children at appropriate times during the inspection. n The inspector saw a sample of documents, including evidence of the suitability and qualifications of the childminder and her family. n The inspector took account of the views of parents from their written and online responses to surveys organised by the childminder.

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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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