Childminder in Essex

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 enjoy their play as they choose from a good range of resources. They interact well with the childminder who plays with them at their level. Children behave well. They understand and follow the rules and routines of the setting. Children hang their coats on named coat pegs and this helps them to develop a sense of belonging. They feel secure and safe as they form close bonds with the childminder, her assistants and other children.

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The provision is good

Children are active learners. They use their imagination to develop and extend their own play. Children are inquisitive and enjoy exploring. They welcome outings to local nature reserves where they feed ducks and listen to birds. Children are physically active. They challenge themselves to perform handstands and demonstrate yoga positions. Children talk about the energy in their bodies and brains and discuss with the childminder where their energy comes from.

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The provision is good

Children enjoy a healthy diet. The childminder provides a good variety of fruits and vegetables for snacks and meals. Children learn about the importance of good hygiene and they manage their own personal care well. Children routinely tidy their toys before selecting others. They learn how to dress themselves as they try on costumes and imagine they are characters from their favourite films.

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need to do better?

n Children make good progress in their learning. The childminder observes children and assesses their development. She analyses their progress regularly and this helps her to quickly identify any gaps in their learning or in the provision. The childminder discusses children's abilities with their parents. She builds on their skills and she knows what they need to learn next. n The childminder enables children to lead their own play. She provides resources they request to pursue their interests. The childminder extends children's learning from their chosen activities. For example, as children dress themselves in Halloween costumes, the childminder asks them to remember where they went to find pumpkins and how they used them. n The childminder encourages children's communication and language development. She engages them in meaningful conversation and listens to their responses. The childminder uses questioning techniques to encourage children

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need to do better?

to remember past events, such as trips to the aquarium. However, she does not always fully promote children's listening and attention skills as they sometimes ignore her questions or refuse to answer. n The childminder promotes children's enjoyment of books and she provides a good variety. Children are animated as they talk about the characters in a story. However, the childminder does not always check their pronunciation of words.

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need to do better?

4 February 2020 She does not discuss differences in language or extend children's vocabulary to support their future reading skills. n The childminder supports children's mathematical development well. Children learn to count and recognise numbers. They sort and match colours and place numbers in order. They use simple addition and subtraction as they find out how many objects they have left after taking some away, or adding them. n The childminder promotes children's understanding of the wider world. They learn about the festivals, traditions and customs of other countries. The childminder uses her resources well to teach children about differences in people and their ways of life. For instance, she demonstrates how to wear a sari and they talk about traditional dress in India. n The childminder forms close partnerships with parents. She keeps them informed of their children's development and progress. She supports parents

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need to do better?

and works closely with them to build on children's learning at home. The childminder makes good links with other settings that children attend. She shares information with other settings and other professionals to ensure continuity in children's learning. n The childminder observes and supervises her assistants. She arranges appropriate training for them and encourages their professional development. She enables her assistants to reflect on their practice and on the effectiveness of the setting. The childminder keeps up to date with current legislation and practice and develops her own professional skills through courses and internet research.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have received appropriate training in safeguarding and related matters. The childminder ensures that she and her assistants keep up to date with their knowledge. The childminder is confident in her ability to keep children safe. She fully understands her responsibilities to protect children. She knows how to maintain secure records and monitors the practice of her assistants. She understands the signs that could indicate that a child is at risk of harm. The childminder checks the suitability of all adults working and living in the premises regularly.

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should:

n increase focus on developing children's listening and attention skills in readiness for the next stage in their learning and school n increase children's understanding of differences in language and extend their pronunciation and vocabulary further.

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Setting details

Unique reference number EY349183 Local authority Essex Inspection number 10073874 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 11 Total number of places 18 Number of children on roll 36 Date of previous inspection 28 April 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Rochford, Essex. She operates from Monday to Friday, 7am until 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant early years qualification at level 3. The childminder sometimes works with two co-childminders and occasional assistants.

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Inspection activities

n The inspector looked around the areas of the setting available to children. n The childminder discussed her plans for the children's development and how she implements her educational programme. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke to children during the inspection and looked at relevant documentation. n The inspector took account of the views of parents by reading written testimonials.

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Inspection activities

4 February 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

4 February 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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