White, Marie Alexandra

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

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The provision is good

Children enjoy making choices in their play. They are eager to discover and to learn about new things. Children access a broad range of toys and activities which quickly captures and holds their interest. For example, babies spend long periods of time selecting interesting objects from the shelves, before sitting down to examine them more closely. Songs and rhymes are very popular with the children. They keenly join in as the childminder sings to them. Children show that they recognise certain songs. For example, they listen more intently, make sounds and shuffle their bodies to the familiar beat of the music.

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The provision is good

Most children have had limited social experiences due to the COVID-19 pandemic. Despite this, they settle easily and enjoy interacting with others. When babies feel tired or unsettled, they confidently seek comfort from the caring childminder. They show that they feel very safe and reassured in her care. Younger children behave well. They respond positively to the childminder's clear and consistent boundaries. With gentle reminders, they learn to take turns, and any minor disagreements are quickly resolved. Babies learn to do tasks themselves. For example, they watch the childminder as she demonstrates how to use a spoon, before gesturing that they would like to give it a go too.

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need to do better?

n Detailed information is gathered from parents about their children's starting points and changing needs. The childminder regularly observes children and assesses their development. This helps her to gain a secure understanding of what children need to learn next. Plans for children's learning are shared with their parents. This helps them to know how to support their children's learning at home. n The childminder helps younger children to develop important physical skills. For example, she purposefully supports younger children to practise climbing the stairs when they have limited opportunities to do this at home. Older children are encouraged to revisit activities to refine their coordination and control. For example, outside, they persevere until they learn how to place and release a ball more precisely into a chute. n Babies enjoy expressing themselves while exploring musical instruments. The childminder demonstrates how to shake the bell rattle. She increases and

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need to do better?

decreases the intensity of the sounds that she creates. This captures the attention of babies, and they skilfully repeat the actions with the instruments themselves. n The childminder plans many outings to places of interest, such as woodland areas, to help widen children's experiences. For example, children enjoy searching for sticks to make a 'stickman', before using them to act out a familiar

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need to do better?

10 December 2021 story. This helps to enhance children's already strong love of books and stories. n Overall, the childminder supports children's communication and language skills. She frequently models and repeats new words, and makes sure children are encouraged to practise themselves. However, the childminder has not established an in-depth knowledge of how to adapt interactions to help enhance children's emerging speaking skills even further. n Aspects of a healthy lifestyle are promoted well. Parents are offered up-to-date guidance to help them to select healthier foods to include in their children's packed lunches. The childminder talks to children about foods that are better for their dental health and the importance of brushing their teeth. n The childminder sensitively discusses stereotypical views that arise to ensure children's experiences continue to be positive. This also helps children and

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need to do better?

parents to build an awareness of different gender roles and to explore similarities and differences in cultural practices. n Since recently returning to her role, the childminder has started to make more secure plans for her professional development. She is keen to extend her skills and knowledge through training and has identified areas of the provision that she intends to improve. The childminder recognises that there is scope to establish more purposeful links with other early years settings to help promote stronger continuity in children's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of her role in protecting children from abuse and neglect. She regularly checks the local safeguarding procedures to ensure she knows how to report any concerns about a child's welfare. The childminder is alert to identifying and managing any signs that a child may be at risk of harm. This includes any potential risk of exposure to extreme views or behaviours.

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should:

n develop an in-depth understanding of how to support children's communication and language skills, to help extend their speech more rapidly n strengthen partnership working with other early years providers to help ensure a shared and consistent approach to children's care and learning.

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Setting details

Unique reference number EY558195 Local authority Essex Inspection number 10190267 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Alresford, Essex. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 her evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Children communicated with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 December 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 December 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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