Childminder 202240

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

p.1

The provision is good

Children are happy and settled and show that they feel comfortable in their environment. They begin to develop independence skills in their self-care and hygiene routines. Children have a go at putting on their coats and boots before playing in the garden. The childminder provides support when necessary. She works with parents to help children master their toileting needs. Children learn to share and take turns. The childminder has clear and consistent boundaries in place and gently reminds children of these. She considers the age and level of understanding of the children when managing unwanted behaviour.

p.2

The provision is good

Children develop their communication and language skills. The childminder continually talks to children as they play and introduces new words, such as 'delicious', to help increase their vocabulary. Older children regularly engage in conversations with the childminder. As they show an interest in letters, the childminder plays games, such as 'eye spy'. Children join in with favourite action songs and nursery rhymes. They are keen to listen to stories read by the childminder. She introduces the book to children and, when necessary, explains the meaning of words. This helps to help support children's early reading and writing skills and prepare them for the next stage in their learning.

p.2

need to do better?

n The childminder knows the children very well. She is aware of their interests and uses them to provide suitable toys and activities. However, the childminder does not consistently ensure that further resources are easily accessible. This means that children do not always have good opportunities to independently add to or extend their play and learning. n At times, children do not benefit from high-quality adult interaction. The childminder does not always use questioning effectively enough to support children to build on what they know. Children follow routines, such as snack time and lunchtime, and promptly sit to eat. However, the childminder does not use these times to extend children's ongoing learning. n The childminder is perceptive to children's individual needs, such as when they are tired. She is loving and caring towards them and they enjoy her cuddles, comfort and reassurance. n The childminder works closely with parents to find out about their children's

p.2

need to do better?

abilities and interests. She uses this information to provide children with new experiences, such as going on a bus journey and walking through the woods. Older children develop an understanding of the world around them. For instance, the childminder helps children to understand which household items can be recycled in their local community. n Children develop their social skills. They are actively encouraged to use good

p.2

need to do better?

27 January 2020 manners, be polite and say 'please' and 'thank you'. The childminder has house rules in place so that children know what is expected of them. She helps to develop children's confidence as they regularly meet with other childminders in the area. n Partnerships with parents are strong. Parents report that they are very happy with the service the childminder provides. They express how their children thoroughly enjoy their time with the childminder and comment on how she provides them with advice and guidance when needed. n Children benefit from active play and regular fresh air. They enjoy using ride-on toys in the childminder's garden. The childminder often takes children to visit the local park and for walks in the local area. Children enjoy looking at photographs of activities they have taken part in with the childminder. They talk about experiences, such as how they like to throw a ball for the childminder's pet dog.

p.2

need to do better?

n The childminder has established some links with early years settings that children also attend. This enables her to build an all-round picture of children's progress and what they need to learn next and helps to provide consistency in their care and learning. n The childminder reflects on ways to improve, and values the views of parents. She ensures that statutory training is updated. However, the childminder has not explored ways to continually build on her teaching to help children make the very best possible progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of child protection issues and the wider aspects of safeguarding. She recognises the signs and symptoms that may indicate a child who is at risk of harm and knows the procedures to follow to report any concerns. The childminder recognises the times when it is appropriate to speak with parents and provide them with a little extra support and guidance. She is clear about her responsibility to ensure all household members have suitability checks completed.

p.3

should:

n seek further ways to enhance professional development opportunities to broaden skills and knowledge and enhance teaching practice to a higher level n review and enhance the environment so that children can access additional resources independently to extend their learning n use routines of the day, such as snack time, as learning opportunities to continue children's good level of engagement throughout the day.

p.3

Setting details

Unique reference number 202240 Local authority Essex Inspection number 10062900 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 14 Total number of places 6 Number of children on roll 21 Date of previous inspection 22 December 2015

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Brightlingsea, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant.

p.4

Inspection activities

n The inspector viewed all areas used for childminding and made observations throughout the inspection of children's experiences in the setting. n The inspector held discussions with the childminder and evaluated the success of activities with her. n The inspector looked at a sample of the childminder's documents. This included evidence about the childminder's suitability and training and the suitability of those living on the premises. n The inspector spoke to children at appropriate times during the inspection. 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.

p.4

Inspection activities

27 January 2020 27 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6