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 Requires improvement

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The provision is good

Children form secure relationships with the childminder, who is kind and gentle. They are keen to share experiences with her and come to her for comfort and reassurance when they need support. Children make independent decisions about the resources they want to play with. For instance, as they begin looking at items in the play shop, they develop their game around previous experiences of going shopping. The children add a touch of imagination, as they sell items for 'three coins'. Behaviour is very good. The high expectations of the childminder are communicated well to children, who actively use good manners.

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The provision is good

Children have frequent opportunities to get to know the local area and socialise well with other children in the setting. They enjoy spending time outside in the childminder's very well-equipped garden or making visits to the park. Children become familiar with the local school and members of staff, as they accompany older children on school walks. During the COVID-19 (coronavirus) pandemic, when children did not attend the setting, contact was maintained with children and their families via social media and telephone conversations. The childminder provided ideas for activities and remained in touch about children's ongoing progress and development at home. This included completing and sharing the progress checks for children aged between two and three years. Children have since returned to the childminder's care, and the childminder reports that there are no gaps in their learning or development, due to the efforts of their parents during the first national

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need to do better?

n Since the last inspection, the childminder has made improvements to outside learning opportunities for children. She has developed the play space, which provides a wide range of resources. Children are able to use their physical skills on a much larger scale than is possible indoors. Children look for minibeasts under logs and branches, and they observe and learn about these creatures in their natural habitat. n The childminder's setting is safe and secure for children. She is attentive and monitors their play well. The childminder shares information with other professionals, such as staff at receiving primary schools, when the time comes for children to move on. Children are prepared well for these moves. They are confident in skills such as managing personal hygiene, dressing and undressing for physical education lessons and interacting socially with others. n The childminder supports children's emerging speech and language skills. She

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need to do better?

talks with them as they play, names objects and gives them choices about which direction their play takes. She waits patiently for children to make decisions, and follows the non-verbal cues given by babies.

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need to do better?

12 October 2021 n Partnerships with parents are strong. Parents report positively about the childminder's caring and nurturing approach. They appreciate her flexibility and guidance to meet their family needs. n The childminder ensures that children get plenty of fresh air and exercise. She ensures that children understand about leading a healthy lifestyle. For example, they grow vegetables from seeds and engage in conversations about making healthy choices at snack and mealtimes. n Children are well supported to understand the diverse society they live in. They play with a broad selection of resources, including dolls, books and small-world toys. This helps to introduce them to the concept that people can look different from each other but have similar experiences. n The childminder finds out from parents about their children's routines, interests and abilities before they start at her setting. She uses this information to plan

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need to do better?

for children's individual learning. The childminder gets to know children extremely well, which helps them to settle swiftly. The childminder understands the value of play-based learning opportunities and uses this knowledge as the basis of her practice. n The childminder's observations and knowledge of children help her to support them to make good progress. She is clear about what she wants children to learn. However, at times, the childminder does not make the most of opportunities to help children to test their ideas and make links in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes regular training to ensure that her knowledge of managing any safeguarding or child protection concerns is up to date. She knows who to contact if she is concerned about the welfare of any child in her care, including if she has concerns about wider safeguarding issues, such as extremism. The childminder is diligent when helping children to manage their personal safety. For example, she teaches them about hot and cold water taps to avoid unnecessary scalds. The childminder understands her role to keep children safe.

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should:

n challenge children to test out their ideas and make links in their learning.

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Setting details

Unique reference number EY342997 Local authority Essex Inspection number 10144205 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 8 Date of previous inspection 14 January 2020

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Information about this early years setting

The childminder registered in 2006 and lives in Rowhedge, Colchester. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 and the inspector had a learning discussion about the setting, inside and outside. n The childminder and the inspector discussed observations of activities throughout the morning and evaluated these together. n Children spoke to the inspector about what they enjoy doing in the setting. n Parents left letters for the inspector about their thoughts and experiences of the childminder's setting. n The inspector reviewed relevant documentation, including training certificates and evidence of suitability checks of all adults living in the household.

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Inspection activities

12 October 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

12 October 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

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

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