Childminder, Out-of school day care in Essex

This provision meets requirements

Children arrive back from school and settle very quickly in the calm and nurturing environment. They are happy and excitedly join in conversation with the childminder and each other. They are familiar with the routines and the childminder's home. Children get plenty of fresh air and exercise in the garden. They have great fun as they practice their physical skills. For example, they energetically throw balls into the basketball net and play mini golf together.

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This provision meets requirements

Activities support children's interests. As a result, children remain engaged and absorbed in their play. They have many opportunities to be involved in decision making. For example, they are eager to tell the inspector Friday night is 'movie night'. They excitedly explain they take turns to choose the film each week and can eat popcorn as they watch it. This helps them develop a strong sense of belonging.

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This provision meets requirements

Behaviour is exemplary. Children have developed extremely warm and affectionate relationships with the childminder and each other. They are exceptionally polite and well mannered. Without prompting, children tidy up toys when they have finished playing with them. Children of all ages play extremely well together. They show kindness and consideration to each other. For example, older children independently offer to push younger children on the swing in the garden.

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need to do better?

n The childminder has adapted some daily routines, due to the COVID-19 (coronavirus) pandemic, to ensure the well-being of children. For example, parents no longer enter the childminder's home to drop off or collect children. During national lockdowns, the childminder stayed in regular contact with families. She recognised that children might feel lonely and arranged for them to stay in contact by sharing video notes of each other. n The childminder provides an inclusive provision. She cares for a diverse group of children with different backgrounds and needs. She ensures she has a good understanding of each child's individual needs, family and culture. Children are developing an awareness of their own and each other's uniqueness. For example, at teatime, as they make pizzas, they discuss the range of foods they cannot eat. n The childminder gathers information about children before they start through

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need to do better?

discussions with parents. She regularly shares information with staff at school when she collects children. As a result, she knows children well. She ensures the resources and activities are continually adapted to help support their ongoing interests and needs. n Children's independence and personal care is supported very well. The

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need to do better?

9 July 2021 childminder encourages children to take off their own shoes and hang up their jackets. As they wash their hands, she reminds them to count for 20 seconds to help support good hygiene. n Children are encouraged to try new activities. The childminder praises and encourages them to attempt new tasks. She intervenes sensitively to suggest ideas to help children succeed. For example, she shows children how to hold onto the ropes on the swing and then pull themselves onto the seat. As a result, children are willing to 'have a go' themselves and persevere even when they find things challenging. n The childminder constantly engages in conversation with children. She actively listens, asks questions, and shows an interest in what they are saying. She models language and sensitively corrects any mispronounced words. She takes opportunities to introduce new vocabulary. For example, she explains that lawn

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need to do better?

is another word for grass. This helps to support children's communication and language development. n The childminder is reflective of her practice. She recognises the importance of consistently extending and improving her knowledge and skills. She communicates with other professionals to share ideas and discuss improvements to her provision. She researches and attends training she feels would benefit children. For example, she recently completed training to help support children's mental health. n Parents are full of praise for the childminder. They appreciate the regular communication and are happy with the good range of play opportunities she provides. Parents say that she 'goes over and above' to help children make progress in their learning. She helps children with their homework and often provides additional resources to help support them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection and of how to keep children safe. She knows how to recognise the signs that children may be at risk of harm. She knows how to report any concerns to the relevant agencies. She attends regular safeguarding training to ensure her knowledge remains up to date. The childminder has recently attended training to help her understand the possible effects of COVID-19 in relation to safeguarding children. She carries out research to widen her knowledge of any concerns in the local neighbourhood. She ensures her home and garden are safe and secure for children to use.

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Setting details

Unique reference number EY557478 Local authority Essex Inspection number 10190109 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Chelmsford, Essex. She operates during school term time from 7.30am to 8.30am and 3pm to 6pm, Monday to Friday.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed the interactions between the childminder and children. n The inspector looked at a sample of the childminder's documents, including children's records, the childminder's paediatric first-aid certificate and her public liability insurance. n The inspector and childminder discussed how the play environment is created. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The inspector spoke to parents to assess their views on the provision.

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Inspection activities

9 July 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

9 July 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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