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

p.1

The provision is good

The childminder provides a well-organised and welcoming environment for children. They confidently and independently choose what they would like to play with. Children move freely around the childminder's house and garden. They have interesting, enjoyable days, for example exploring the beach, sea-life centre and museum. Children develop strong, caring relationships with the childminder and show that they feel safe and secure in her care. They behave extremely well and use very good manners. The childminder has a consistently warm, caring approach. She uses highly effective methods to manage children's behaviour. For example, when children want the same toy, they use a timer to encourage them to take turns. This helps young children to resolve conflict themselves. Children are beginning to show care and empathy for their friends, such as offering suggestions to make them happy.

p.2

The provision is good

Children show motivation and an eagerness to learn. They make good progress in their learning and development. Younger children are becoming increasingly independent and manage their personal care needs well. They listen attentively to stories and are beginning to recognise the letters in their names. Children enjoy their time with the childminder and are gaining the skills they will need when they go to school.

p.2

need to do better?

n The childminder is very well qualified and experienced, and clearly enjoys her role. She makes good use of all training and development opportunities to extend her knowledge and skills. For example, she recently completed training to help her in supporting children's language development. n Children make very good progress in their learning. The childminder knows the children extremely well and confidently talks about what they understand and can do. She plans a wide range of age-appropriate activities for the children. She has very high expectations of what they can achieve. n The childminder regularly reviews the progress children are making. She makes effective use of the progress check for children aged between two and three years. This enables her to identify any gaps in their development and their next steps for learning. n The childminder makes use of all opportunities to build on children's early

p.2

need to do better?

language skills. For example, she helps children to learn the correct pronunciation of words. The childminder extends children's vocabulary as she introduces new words, such as 'mushrooms', as they play with the pretend food. n Children develop early literacy skills and an appreciation of books. They learn to link letters and sounds and are beginning to write the letters in their name. Children learn that they can gain information from books and technological toys.

p.2

need to do better?

16 August 2021 For example, they enjoy interactive games where they place parts of the body in the correct places. n Children enthusiastically explore the play dough. They concentrate well as they make marks with the different tools. Children enjoy using a wide range of early writing resources. They show good control and coordination, for instance, as they draw the caterpillar's food on a paper plate. n Parents are very happy with the care their children receive. The childminder regularly shares information with them, including text messages and photographs. Parents describe her as being 'brilliant', 'flexible', 'approachable' and 'understanding'. They say that she provides a 'home-from-home environment' and develops lovely relationships with their children. n The childminder encourages children to eat healthily. Young children understand about germs and vigilantly wash and dry their hands. They learn to take

p.2

need to do better?

manageable risks as they play at the soft-play centre and the park. n The childminder ensures that children learn the key skills to prepare them for later learning. However, at times, she does not focus precisely enough on what it is she wants individual children to learn from the activities. n The childminder uses the settling-in process to gain an understanding of children's routines and interests. However, she does not find out what children already know, understand and can do when they first attend, to help her plan children's learning as accurately as possible from the start.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a very good knowledge of how to ensure that children are safe. She knows how to report any concerns she may have about a child's welfare. The childminder keeps her knowledge up to date by regularly accessing safeguarding training. She demonstrates a good awareness of wider child protection issues, such as radicalisation and online safety. The childminder implements her robust policies and procedures well, including how to keep children safe during the COVID-19 (coronavirus) pandemic. She shares these with parents to demonstrate her commitment to promoting their children's welfare.

p.3

should:

n focus more rigorously on the aims and intentions for children's learning to ensure they all make maximum progress n gather more detailed information from parents about what children know and can already do when they first attend, and use this to support planning for children's learning and development from the start.

p.3

Setting details

Unique reference number EY557467 Local authority Southend-on-Sea Inspection number 10190204 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 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Southend-On-Sea. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early years education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder 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 childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The childminder shared a sample of documents with the inspector, including evidence about training and the suitability of those living on the premises. n The inspector observed children and the childminder taking part in activities and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for children. n Children spoke to the inspector about what they enjoy doing at the childminder's house. n The inspector took account of the views of parents from written feedback

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 August 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.

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