Cranfield, Michaela Amanda

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

p.1

The provision is good

Children start their day with an enjoyable musical movement session. They dance and sing to familiar songs and have the opportunity to warm up their muscles. The childminder's assistants enthusiastically join in. Children play outside, interested to see what happens when they pour water into the waterwheel. They make a 'volcano' out of sand. The childminder extends their vocabulary and tells them that 'lava' flows out of the top when the volcano 'erupts'.

p.2

The provision is good

Children learn about the life cycle of a caterpillar. They are keen to compare how much the caterpillar has grown since the last time they saw it. They listen to the story of 'The Very Hungry Caterpillar' and remember that their caterpillar used to be an egg. Children are taught to use their hands to make the sign for a butterfly.

p.2

The provision is good

Children are encouraged to follow good hygiene procedures and remind their friends that they must wash their hands. They tell visitors that they do not run indoors because the floors are hard and that they might bump their head. Children practise their self-help skills, accurately spooning fruit into a bowl at snack time. They use their developing mathematical knowledge to make sure there is enough fruit for everyone and count the remaining pieces in the bowl.

p.2

need to do better?

n The childminder and her assistants work well as a team. They meet regularly to reflect on the success of the activities they provide. The childminder's assistants feel well supported in their roles. Parents are involved in evaluating the setting. For instance, the childminder gives them questionnaires, asking for suggestions about how to improve her provision. n Interactions between adults and children are warm and positive. This helps children to feel secure and comfortable in the childminder's home. n Children spend time outdoors and build their confidence when, for example, they walk along a balancing beam. They practise different ways to move their bodies. Children bounce on a large inflatable ball and jump into hoops. They sing songs as they rock backwards and forwards on a see-saw. However, indoors, the childminder and her assistants focus more frequently on adult-led activities. As a result, children do not always get enough time to be creative and explore their

p.2

need to do better?

own ideas and interests. n Lunchtime is a sociable occasion. Children talk animatedly to each other, competently using cutlery to eat their meal. The childminder uses spontaneous opportunities to extend their learning. For example, she shows them what happens to the cheese when it is sprinkled onto the hot spaghetti. They talk about 'melting' and decide that it smells like pizza. n The childminder and her assistants know the children well. The childminder

p.2

need to do better?

16 March 2020 gathers information about children's levels of development from parents when they first start. She uses her ongoing observations to decide how to support them to learn and develop more. However, sometimes, children's next steps for learning are not precisely tailored for each child. They do not consistently focus on children's individual levels of development, to help them make the best possible progress. n Children listen carefully to the childminder's instructions. They are encouraged to concentrate and use their 'listening ears'. Even the youngest children are clear of the childminder's rules. They are helpful and tidy up when asked. n The childminder shares information with parents about their children's development through an online system. They receive regular text messages and photographs during the day, and meet informally when they bring or collect their children. This helps parents to become involved in their child's time at the

p.2

need to do better?

setting. n Children have opportunities to make marks and develop their early writing skills. They enjoy using chalks on the chalkboard, making long strokes and circles. They proudly stand back to look at their artwork. n The childminder keeps her knowledge up to date. For instance, she attends local authority cluster group meetings where she meets with other providers. The childminder liaises with early years advisers for support and guidance.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants are aware of their roles and responsibilities to safeguard children. They are confident of the signs and symptoms that might indicate a child is at risk of harm. The childminder and her assistants know the procedures to follow to escalate any concerns. They have a good knowledge of wider safeguarding issues, such as protecting children who may be exposed to extreme views and behaviours. Documentation that contributes to monitoring children's well-being, such as attendance registers and accident records, is maintained accurately. All adults living and working in the home undertake checks to evidence their suitability.

p.3

should:

n allow more opportunities for children to represent their own ideas, thoughts and feelings n focus more precisely on children's next steps in learning so that they are more meaningful, to help them make the best possible progress.

p.3

Setting details

Unique reference number 119426 Local authority Southend-on-Sea Inspection number 10137476 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 18 Number of children on roll 16 Date of previous inspection 1 May 2015

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Westcliff-on-Sea, Essex. She operates all year round from 7.15am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with two assistants.

p.4

Inspection activities

n Ofsted is aware of the challenges that Covid-19 is currently posing to those we inspect. During this visit, the inspector took into consideration the impact of any measures being taken to slow the spread of Coronavirus by the setting. This has included the effect these measures have had on the current attendance of the children and staffing arrangements. n The childminder explained how she organises her provision and how this supports children's progress. n The inspector observed interactions between the childminder and children, indoors and outside, and assessed the impact of these on children's learning. n A joint observation of an activity was carried out with the childminder to assess the quality of teaching. n The inspector spoke to the childminder, her assistants and children. She took account of parents' feedback. n A range of documentation was reviewed, including evidence of the suitability of

p.5

Inspection activities

those living and working in the childminder's home.

p.5

Inspection activities

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.

p.5

Inspection activities

16 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6