Irvine, Elizabeth Marie

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 and babies show they are confident and feel safe in the childminder's home. They are keen to involve the childminder in their play. Babies and toddlers go to the childminder when they need some reassurance and she gives them a cuddle before they go off and play again. The childminder ensures that activities are planned effectively to promote high levels of motivation and exploration, and allow children to follow their interests.

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The provision is good

Children have many opportunities to practise their developing independence skills. They enjoy purposeful tasks, such as preparing a sandwich for lunch. Children develop their physical skills when spreading butter onto bread and practise using scissors. They demonstrate their mathematical awareness and concentrate and persevere as they sort and match animal dominoes. Children show an interest in early writing. They begin to recognise letters and say the initial sounds of words.

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The provision is good

Children behave well. The childminder takes children to many activities outside the home to increase their social skills and build their confidence in new situations. Children learn to respect each other's differences through a range of activities that teach them about people and the wider world. The childminder sensitively encourages young children to take turns, share toys and take care of their environment.

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need to do better?

n The childminder has effective procedures to help new children settle in. Children's and babies' individual needs and routines are well met. The childminder talks to parents and gathers all the relevant information on their individual care routines, such as how they sleep, their interests and how they are comforted. She treats children with kindness and care, which helps children gain a sense of well-being and belonging. n The childminder promotes children's communication and language effectively. She talks enthusiastically to children and explains what she is doing throughout everyday routines. The childminder asks them relevant questions to encourage them to think and use their imagination. She repeats new words to children and explains what things are called. For example, children learn the word 'nocturnal' when finding out about animals that sleep during the day and are awake at night. n Children enjoy cuddles with the childminder as they share familiar storybooks.

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need to do better?

They listen attentively and confidently join in with the repeated rhymes and phrases. Children go on regular trips to the local library where they delight in choosing new books to bring back to the setting. n Since the last inspection, the childminder has improved the indoor play

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need to do better?

27 February 2020 environment for children. There is now a dedicated, vibrant playroom with good- quality resources to inspire children to learn new things. The childminder rotates play materials regularly for children to help to retain their curiosity and extend their ideas. Although there are plans to improve the garden, the childminder is not yet consistently providing exciting outdoor experiences, particularly for those children who enjoy playing and learning outside. n Children learn about healthy lifestyles as they take part in physical activity and develop their coordination. They follow good hygiene routines and benefit from eating nutritious meals and snacks. The childminder recognises when babies and toddlers are tired. She ensures they sleep peacefully and undisturbed. n The childminder establishes very positive relationships with parents. She provides key information for parents about their children's next steps in learning.

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need to do better?

The childminder actively encourages them to share details about their children's learning at home. She also works with parents to encourage them to support their children's development, for example when toilet training. Parents comment that their children thrive in the childminder's care and say they appreciate the variety of activities and outings she offers. n The childminder also forges effective partnerships with other childminders and local authority professionals. However, the sharing of information with the other settings that children attend is not yet fully effective in promoting a shared approach to children's care, learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection issues. She knows how to refer any concerns to the relevant authorities and keeps her knowledge current by completing regular training. The childminder confidently explains the different types of abuse. She also understands wider safeguarding concerns, such as online risks and different types of bullying. The childminder understands her responsibility to protect children from extreme ideas and views.

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should:

n implement the plans to enhance the range of opportunities and experiences available to support children who prefer to play and learn outdoors n strengthen partnerships with the other settings that children attend to support and complement children's care and learning experiences consistently.

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Setting details

Unique reference number EY344089 Local authority Essex Inspection number 10073795 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 22 March 2016

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Information about this early years setting

The childminder registered in 2006 and lives in Chelmsford, Essex. She operates all year round from 7am to 6pm, Tuesday, Wednesday and Thursday, except for bank holidays and family holidays agreed in advance. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector looked around the premises and held a discussion with the childminder to understand how the early years provision is organised. n The inspector observed the quality of teaching during indoor activities and assessed the impact this has on children's learning. n The inspector viewed focused activities with the childminder and discussed the children's learning and development. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector saw evidence of the suitability of the childminder and her family, the childminder's qualifications, self-evaluation, risk assessment and policies and procedures. n The inspector took account of the views of parents from their written responses to surveys organised by the childminder.

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Inspection activities

27 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

27 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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