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 Good

p.1

The provision is good

Children thoroughly enjoy their time with the childminder. They have very warm, close and caring relationships with her. Children show high levels of respect for each other. They are polite and speak to each other in a pleasant way. Children often show acts of kindness, such as helping each other. Children understand the childminder's simple house rules. For example, they help to put away the toys before lunch. Children are very confident. They engage in conversation with visitors and talk about what they would like to be when they grow up. This is a list which includes some very adventurous professions, such as an astronaut.

p.2

The provision is good

Children understand the importance of keeping healthy. They independently wash their hands before meals and after using the toilet. Children are beginning to become familiar with the childminder's recently introduced routine of brushing their teeth after meals. Children's voices are very much heard within the childminder's home. She gives them lots of opportunities to vote and make decisions about activities. Children enjoy this responsibility.

p.2

need to do better?

n During the COVID-19 pandemic, the childminder has kept in regular contact with children's families. She has supported them through this period with ideas that they could do at home with their children. On return to her care, the childminder reassessed the children's development and focused their learning where she identified any gaps or delays. n Parents speak very highly of the childminder. They comment in written testimonials about how much support they receive from the childminder and how their children love to be in her care. The childminder has a good working relationship with the local school and pre-school. n The childminder makes good use of the local environment to enhance and extend children's learning. She takes them to local parks, theatre workshops and school holiday events. n The childminder promotes and extends children's language skills. She asks clear, open questions and allows children time to consider their response. She engages

p.2

need to do better?

in conversations with the children and encourages them to share their feelings in both small and larger groups. n The childminder places great emphasis on helping children to feel emotionally secure. She provides good opportunities for them to share their fears or worries and helps them to understand and rationalise them. n Children focus as they participate in planned activities. For example, they thoroughly enjoy making their own dough. Children colour and flavour their dough with their individual choices, which are based around a general theme of 'autumn'. The result is a combination of dark green, orange and yellow balls of

p.2

need to do better?

27 October 2021 dough that are scented to smell of chocolate, ginger, lemon and spices. n Older children like to sit and read quietly. They chat together and talk about the books they like to read. Younger children select books of their choice from the bookshelf and show the childminder what they have chosen. n The childminder demonstrates a good understanding of the children's needs. She knows what they enjoy and generally plans effectively to help them to make progress. The childminder has identified that some children require more- challenging physical play opportunities. However, she has not yet fully considered how she will provide a higher level of challenge or provided appropriate resources to do this. n The childminder follows children's lead well by engaging in discussion with them and joining in with their imaginative games. However, at times, she does not extend this learning further. For example, when children begin a game of 'shops'

p.2

need to do better?

in the garden playhouse, she is not able to provide toy money and other equipment that would help them to fully explore their ideas. n The childminder models how to use resources to help to build on children's abilities. For example, she shows children how to spin a plastic tube safely to create a whizzing noise. When they use the wrong end, she asks appropriate questions to enable them to work out for themselves how to make the noise.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a secure understanding of her responsibilities with regards to safeguarding children. She recognises the signs and symptoms of abuse that might alert her to a child being at risk of harm, including from radicalisation. The childminder regularly updates her safeguarding knowledge and keeps abreast of changes to guidance and local policies.

p.3

should:

n extend activities and resources to help to enhance children's physical development n provide appropriate tools and equipment for children to use to further extend and enhance their learning and enjoyment in self-chosen play.

p.3

Setting details

Unique reference number EY453486 Local authority Essex Inspection number 10210860 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 14 November 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Chelmsford. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds early years teacher status.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 all areas of the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Children shared their views with the inspector. n The inspector observed the quality of education provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector discussed an observation, and they spoke about how the curriculum has been implemented and the impact that this has had on children's learning. n Parents provided the inspector with verbal and written feedback.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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

27 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.

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