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 Not applicable

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The provision is good

The children are very settled and show they feel comfortable when, for example, they snuggle up to the childminder while drawing a picture. The childminder recognises that some children were anxious after an absence as a result of the Covid-19 (coronavirus) pandemic. She describes how she showed patience and individualised support to reassure them.

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The provision is good

Children make choices about what they play with. They fetch dolls from a box and, with the childminder's help, compare their sizes as they dress them. Children have difficulty putting the trousers on the doll, however, with the childminder's gentle encouragement and direction they keep on trying and do not give up. The childminder introduces new vocabulary, such as asparagus, and children try to repeat the word. They are beginning to make connections when they see a picture of a dragonfly. They recall their experiences and say it's a dragon.

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The provision is good

Children love spending time outdoors in the childminder's garden and local parks. They remember, and talk about, when they went to the nearby playground. They understand the childminder's rules and how these keep them safe. They know they must hold on tightly when swinging on the hammock, and happily sing a song while they swing backwards and forwards.

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need to do better?

n The childminder plans her curriculum well. She has a clear vision of what she wants children to know and do before they move on to school. With this in mind she regularly assesses their development and identifies gaps in their learning. Activities and interactions are planned to support children to develop the skills they need to make progress. n Children are challenged to achieve more and build on their existing skills and knowledge. For instance, the childminder considers what children will need to be able to do before they can hop. They eagerly copy her when she shows them how to balance on one foot. A child who is able to easily complete a simple wooden puzzle takes great delight in trying to work out a more complicated puzzle. n The childminder encourages children to express themselves and use their imaginations. She joins in their play and enhances their learning. For example, when they play shops together they discuss what food they need to buy and

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need to do better?

what they will make. When children hear an aeroplane flying overhead, they tell the childminder it sounds like an alien. The childminder asks them questions to encourage them to tell their own story. Occasionally, however, the childminder asks questions that require only one word answers and misses some opportunities to build on children's existing communication skills.

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need to do better?

11 June 2021 n Children develop their confidence and independence. Older children go to the toilet by themselves and report back that they have washed their hands. They put on their own shoes and tell the childminder that she must wear hers to go outside. n Parents speak highly of the childminder. They describe her as caring and understanding and say she provides a flexible service to meet their changing needs. They feel that their children have made good progress while in the childminder's care. They recognise that their children benefit from being with others to improve their social skills. Parents appreciate the childminder's support and the guidance she offers, particularly with ideas to continue learning at home to help close gaps in their child's development. n When collecting children from school, the childminder shares useful information with class teachers about the children's day. However, partnerships with schools

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need to do better?

are still to be fully established. The childminder has not yet familiarised herself with, for example the school's phonic and writing programmes, so that her approach complements what children will learn when they start school. n Children learn to appreciate nature. The childminder joins them, watching in awe, as blossom falls from the tree when the wind blows. They excitedly hear some noisy birds and the childminder tells them they are seagulls. She explains that they have flown from the seaside, introducing new ideas and building on what children already know.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear about her responsibility to keep children safe. She describes how she would identify children who may need support and the actions she would take to refer her concerns. The childminder ensures her knowledge is up to date by researching current safeguarding issues that could potentially have a negative impact on the children in her care. For example, she has recently read about county lines and the risks linked to online abuse and cyber bullying. She maintains all required documentation, such as accident records and attendance registers, to enable her to identify patterns that may cause concern.

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should:

n use effective questioning techniques consistently, to increase children's opportunities to extend their communication skills even further n enhance engagement with the local schools to provide consistency in children's learning as they prepare to move on to their next stage of education.

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Setting details

Unique reference number EY552257 Local authority Essex Inspection number 10174288 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 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Basildon, Essex. She operates all year round from 9am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She also cares for older children before and after school.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder shared how she plans and manages her provision during a learning walk with the inspector. n The inspector took part in a joint observation with the childminder and discussed the quality of teaching and the impact on children's learning. n A sample of documentation was viewed by the inspector, including evidence of the childminder's suitability. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. Parents shared their views during telephone conversations.

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Inspection activities

11 June 2021 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 June 2021 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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