Childminder EY473749

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children enjoy spending time at the childminder's warm and welcoming home. They form strong relationships with the childminder and demonstrate they feel safe and secure. Children's behaviour is good, and they are polite and kind. They play together well and happily share the toys and resources.

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The provision is good

Children benefit from a curriculum that is planned to follow their interests and next steps in learning. They have access to a good range of play resources and activities. Children remain engaged for extended periods of time at their chosen activities. They regularly attend local playgroups and mix with a wider group of children. This helps to promote their confidence and social skills. They go on outings to the beach, zoo and farm. Children also visit the childminder's nearby allotment where they plant vegetables and investigate the natural environment.

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The provision is good

Outside play opportunities are given a high priority. Children enjoy playing and learning in the childminder's safe and secure garden. They enthusiastically ride on the see-saw together and push the toy prams, helping to support their physical development. The garden is used well to promote learning. For example, older children excitedly find numbered pebbles and show the childminder. She encourages them to count the matching spots to identify the numbers.

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need to do better?

n The childminder adapts activities to support the different ages and stages of development within the group of children. For example, children practise their hand-to-eye coordination as they use large tweezers to thread cereal hoops onto strands of dry pasta. The childminder extends this for older children, encouraging them to develop their mathematical skills by counting and comparing the number of threaded cereal hoops. n Children are developing in self-confidence and independence. For instance, at snack time, older children pour their own water and learn to use a knife safely to cut up bananas and strawberries. They put on their own coats, persevering to use the zips. Younger children use spoons confidently to eat their yogurts at lunchtime. n Children learn new ways to do things, so they can be successful. For instance, as children find it challenging to peel bananas, the childminder tells them to pinch

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need to do better?

the other end and then pull the skin, modelling the action. They follow her advice and show delight in their achievements. n There are many interesting opportunities available for children to develop the skills required for early writing. For instance, older children use sticks to draw shapes in a tray of salt. Younger children use brushes to make water marks on an outside blackboard.

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need to do better?

12 February 2020 n The childminder interacts well with children as they play. However, at times, she does not make the most of opportunities to challenge and extend children's learning as far as possible. For example, as children play with toy zoo animals, the childminder says that lions, tigers and leopards are 'similar'. However, she did not check that children understand this concept or provide an explanation to support their learning. n The childminder is reflective and evaluates the provision, considering any possible improvements to benefit children. For instance, she is considering ways to provide further opportunities for children to experience different people and environments. The childminder recognises the importance of consistently extending her skills and knowledge by attending training and extensive reading. She has recently enrolled on a course to help support children's mental health.

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need to do better?

n Parents provide information about children's interests and development before they start. The childminder monitors children's progress and completes assessments of their individual development. This helps her to identify any delays in children's learning. However, sometimes, the childminder does not focus precisely enough on the individual needs of children who need additional support to help them make the best possible progress. n Partnerships with parents are good. There is a regular exchange of information between the childminder and parents about children's experiences and ongoing learning achievements. Parents praise the childminder's 'kind and nurturing nature'. They comment that she provides a 'home-from-home' and plans a good variety of activities for children to enjoy.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of safeguarding. She understands her roles and responsibilities to keep children safe. She knows the correct procedure to follow to report any concerns about a child in her care. The childminder attends regular training to ensure her safeguarding knowledge remains current. She demonstrates knowledge of wider safeguarding issues, including the signs that children may be at risk of being exposed to extreme views or behaviours.

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should:

n strengthen teaching skills to further challenge and extend children's learning as far as possible n make the most of what is known about individual children so specific areas of development can be targeted for really rapid progress.

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Setting details

Unique reference number EY473749 Local authority Essex Inspection number 10127254 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 7 April 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Manningtree, Essex. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector looked at areas the childminder uses with children. Together, they discussed the learning opportunities she provides for the children. n The inspector observed the quality of teaching indoors and outdoors and assessed the impact this has on children's learning and development. n The inspector observed a joint activity with the childminder, and they evaluated it together afterwards. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

12 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

12 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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