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

Children are relaxed and happy in the childminder's home. They enjoy spending time with the childminder and develop strong attachments to her. They show her affection and often seek her out for cuddles. These strong relationships help children feel safe and secure. Children behave well. The childminder is a good role model and treats children with patience and kindness. Children listen and respond to her when she reminds them of the behaviour expectations.

p.2

The provision is good

The childminder places a focus on developing children's language and communication skills. Children are regularly introduced to new vocabulary. For example, the childminder encourages children to repeat the word 'crocodile' as they look at the image in a book. Children show confidence as they move around the environment. They explore the large range of resources and happily make their own independent choices about what to play with. Children remain engaged in their chosen activity.

p.2

The provision is good

The childminder has adapted her provision in response to the COVID-19 pandemic. For example, currently, parents drop off and collect children at the entrance door. The childminder has also implemented additional hygiene practises, such as more handwashing. This helps support children's well-being.

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need to do better?

n Children snuggle up to the childminder as she reads books to them. They remain engaged and focused as they listen to the story. The childminder asks questions and children are keen to join in. For example, during the story of 'Chicken Licken', children enthusiastically make the appropriate animal sound when prompted. Young children show maturity in their speech. For example, they say words, such as 'piglet' and 'furry', as they discuss the pictures in a book. n Children show independence as they attempt to solve problems for themselves. As they complete puzzles, children persevere and concentrate as they turn the pieces around until they successfully fit them into the correct place. Children show curiosity as they move around the environment. For example, they are fascinated by the buttons on the childminder's washing machine. They press each button and wait to see what might happen next. n Children develop their small-muscle skills and hand-eye coordination as they join

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need to do better?

bricks together to build towers. The childminder allows children to test their own ideas. For example, as children add more bricks to the high towers, she asks if they think the towers will fall or balance. The childminder takes opportunities to introduce mathematical language, such as 'higher' and' lower', to help support children's mathematical development. n Children have many opportunities to develop their early mark-making skills. For

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need to do better?

10 November 2021 example, they effectively hold paintbrushes, dip them into water and create pictures with water paints. Children have fun as they draw using water pens. They wait excitedly as the patterns and shapes appear on the 'special' mat. n The childminder provides healthy meals and snacks for children. They thoroughly enjoy eating the mixed fruits offered at snack time. Children show good levels of independence, as they feed themselves at lunchtime. The childminder encourages children to try different foods. For example, children willingly sample the sliced olives the childminder introduces at lunchtime. n The childminder gathers information from parents about children before they start. She makes her own observations and can talk confidently about what children can do and what they need to learn next. However, while the childminder provides varied learning opportunities for children, she does not

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need to do better?

always ensure that these are targeted precisely to build on children's previous knowledge and skills. n Parents comment positively about the childminder and her provision. They say children are happy and excited to spend time at the childminder's home. Parents praise the regular communication they receive from the childminder. They say children have made good progress in her care. n The childminder ensures that mandatory training is completed, such as paediatric first aid. She conducts research and engages in webinars. However, the childminder's training and professional development are not consistently focused on improving specific knowledge and teaching skills to support children's learning even more effectively.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to protect children. She has a good knowledge of the signs and symptoms that might indicate a child may be at risk of harm. The childminder knows how to report any concerns she may have about a child's welfare. In addition, she has a good knowledge of wider safeguarding issues, such as the 'Prevent' duty. The childminder conducts regular risk assessments of her home and garden to help ensure they are safe and secure for children.

p.3

should:

n target opportunities more precisely for children to build consistently on their existing knowledge and skills in all areas of learning n establish a more focused programme of professional development to strengthen existing knowledge and raise teaching skills to a higher level.

p.3

Setting details

Unique reference number 2500121 Local authority Essex Inspection number 10207705 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019. She lives in Maldon, Essex. She provides care from 7am to 6pm, Monday to Friday all year, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 showed the inspector the premises and discussed how she ensures it is safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 November 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

10 November 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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