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 settle quickly and benefit from a warm relationship with the caring childminder. They listen attentively to her and behave well. Children are kind and affectionate. For example, unprompted, they give her and their friends a cuddle as they sit down together. Children thoughtfully find their younger friend's favourite toy as they settle for a nap. They learn about emotions and develop their personal and social skills.

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The provision is good

Children's language and literacy skills are supported effectively. They independently access books and regularly share stories. Children fill in key words in favourite stories and sing songs. They develop their vocabulary and are keen to repeat and learn new words. Children are curious learners. For example, as they smell and explore the flowers in the vase, they learn that they are daffodils. Children are confident and eager to learn, and they enthusiastically take part in activities.

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The provision is good

Children have many opportunities to develop their physical skills. For example, they enjoy mark making with sticks and painting stones. Children enjoy regular fresh air and exercise. They benefit from regular outings to a local playground, country park, zoo and the beach. Children develop their understanding of the natural world around them.

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need to do better?

n Partnerships with parents are effective. They comment that the childminder is the perfect combination of carer and educator. She gathers detailed information from parents from the start and regularly reviews children's progress with them. They work together to support children's care and learning needs effectively. In addition, parents comment that they seek her professional advice. n The experienced childminder understands how to support children's development. She carefully identifies any gaps in children's knowledge. She provides highly challenging activities and opportunities to support their next steps in learning. Children make strong progress from their starting points and gather the skills they will need for school, or the next stage in their learning. n The childminder thoughtfully adapts activities to ensure children of different ages and stages of development are equally included and highly involved. Babies

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need to do better?

explore the feel of large pom-poms and enjoy posting them through cardboard tunnels. Children concentrate hard as they use their fingers to squeeze the pom- poms into thin clear tubes. The childminder uses questions well and gives children plenty of time to think and respond. Children concentrate and work out they need to use tweezers to get the pom-poms out again. They develop their concentration and critical-thinking skills. n Children eagerly show how old they are using their fingers. They develop their

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need to do better?

11 March 2020 understanding of mathematical concepts of numbers and size. However, at times, the childminder does not make the most of opportunities to build on children's knowledge of shapes. n The childminder provides children with many opportunities to develop their independence skills, as they make choices about the resources and activities they access. She encourages children as they proudly pull up the zip on their boots and develop their self-care skills. n Children learn about the importance of healthy lifestyles and good hygiene routines. For example, as they wash their hands, they explain they need to wash the germs away. Children understand the benefits of healthy food choices and tell authorised visitors that good food will help them grow. The childminder teaches children how to keep themselves safe when using technology and to ensure they are only accessing appropriate material. n The childminder evaluates her provision effectively. She is committed to her

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need to do better?

professional development and is currently studying for an early years qualification. The childminder shares information and ideas with other childcare professionals to ensure her early years knowledge remains current. n The childminder has taken steps to develop partnership working with other settings that children attend. However, she has not yet developed a fully effective two-way flow of information to provide consistency in supporting children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of how to identify the signs and symptoms of abuse that may indicate a child is at risk of harm. She demonstrates an effective working knowledge of how to take swift and appropriate action to report any such concerns. The childminder clearly explains her duty and responsibility to safeguard children. She completes training to ensure her child protection knowledge remains current. The childminder demonstrates a good understanding of wider safeguarding concerns and awareness of risks in her local community. The childminder is alert when she takes children out, such as to the beach.

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should:

n provide children with more opportunities to further develop their understanding of mathematical concepts, such as shapes n develop an effective two-way flow of information with other settings children attend to provide consistency in supporting their learning.

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Setting details

Unique reference number EY341968 Local authority Essex Inspection number 10073764 Type of provision Childminder

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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 9 Date of previous inspection 11 January 2016

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Information about this early years setting

The childminder was registered in 2006 and lives in West Mersea, Essex. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

n The childminder and the inspector looked around the childminding premises together. The inspector spoke to the childminder about how she arranges her early years provision and curriculum. n The inspector looked at the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. The inspector observed an adult-led activity and evaluated it with the childminder. n At appropriate times during the inspection, the inspector spoke to the childminder and children. n The inspector looked at relevant documentation and evidence of the suitability of adults living and working on the premises. The inspector held several discussions with the childminder. n The inspector took account of parents' views through written feedback.

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Inspection activities

11 March 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

11 March 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

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

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