Carless Sarah Jane Louise

Inspection date 7 September 2018 Previous inspection date 1 December 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder provides a wealth of resources and play activities that supports children's growing curiosity, imagination and independence. n Children bond easily with the childminder and settle comfortably into her care. They demonstrate by their good behaviour and confident manner that they feel safe and secure in the setting. n The childminder works closely in partnership with parents and other settings that children attend. She shares information about children's development and progress to maintain continuity and consistency in their learning. n Children have access to outdoor play every day and develop their physical skills well. They enjoy trips to the local parks and woodlands. They walk to schools to collect older children and find out about their local community. n The childminder reflects on her practice and seeks the views of parents and children to help her to understand their needs and develop her setting.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n allow enough time between questions to enable children to think about their answers and respond n focus on seeking further professional development opportunities to enhance knowledge and skills to the highest level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector held discussions with the childminder and spoke to children. n The inspector looked at relevant documentation, such as children's records, suitability and qualification certificates, attendance records and policies and procedures. n The inspector took account of the views of parents by reading their written testimonials.

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Effectiveness of leadership and management is good

The childminder provides a learning environment that meets the individual needs of the children in her care. She has a range of books, toys and creative materials that reflects their interests and encourage their enthusiasm for learning. The childminder accurately assesses children's progress and plans activities to help them meet their developmental milestones. Safeguarding is effective. The childminder has updated her policies and undertaken training in safeguarding. She keeps her knowledge of child protection matters up to date. She has a good understanding of the signs that would indicate that a child is at risk of harm and she knows how to report concerns. The childminder understands how to use risk assessments to reduce hazards and maintain children's safety. For example, she has thoroughly risk assessed planned refurbishments to her garden and children play under close supervision.

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Quality of teaching, learning and assessment is good

Children lead their own play and choose their resources. The childminder understands how children learn and what they need to learn next. She builds on their choices and interests to help them progress in their learning. For example, children spend a lot of time playing with dolls, pretending to feed them and putting them to bed. The childminder extends their learning, such as by teaching them how to care for their 'babies'. She shows them how to dress them and how to strap them safely in their highchair. The childminder supports children's developing speech. She talks to them about their play and teaches them new words. The childminder provides materials, such as dough to help support children's small-muscle skills and develop their attention and concentration.

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Personal development, behaviour and welfare are good

The childminder structures her day to ensure the children's routines are followed and they have plenty of time for snacks, meals and nappy changes as well as play. She teaches children about the importance of good hygiene and they learn to tidy away their toys. Children learn about the food they eat and which foods are best for their health. The childminder encourages children to be independent, she urges them to have a go and keep trying. The childminder helps children to feel emotionally secure and they develop a sense of belonging in the setting. Children demonstrate this by their expressions of affection for the childminder when they sit on her lap for a cuddle. The childminder teaches children how to relate to other people. She teaches them to take turns and share their toys. Children learn to respect others' opinions and beliefs and they learn how to speak in a polite and friendly manner.

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Outcomes for children are good

Children make good progress in their learning and they are well-prepared for school. They choose their own stories for the childminder to read with them. They learn to sit still and develop an interest in books from an early age. They find out how things work as they press buttons on electronic toys, such as toy cash registers and toy laptops. They count objects and recognise colours and shapes. They learn how to handle tools for modelling and cutting which helps to support hand control for early writing.

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Setting details

Unique reference number EY222981 Local authority Essex Inspection number 10059628 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 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 1 December 2015

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Registers

The childminder registered in 2002. She lives in Brentwood, Essex. The childminder operates from Monday to Friday, from 7.30am until 6pm, all year round, except for bank holidays and family holidays.

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Registers

This inspection was carried out by Ofsted 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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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Registers

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Registers

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Registers

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Registers

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