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

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The provision is good

Children are settled and happy in the childminder's home. She creates a warm, cosy, and nurturing environment and young children progress well. The childminder provides very good opportunities for children to develop their personal, social and emotional development to help prepare them for future learning. For example, she makes sure that the accessibility of resources, planned activities and effective care practice promotes children's confidence and independence.

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The provision is good

Children show that they feel safe and secure because the childminder is sensitive to their needs. They benefit from her calm approach and reassurance that gives them the confidence to explore. Careful consideration is given to ensuring that activities cover all seven areas of learning and are appropriate for each child's individual developing needs. This encourages children to become inquisitive learners.

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The provision is good

The childminder has clear expectations for appropriate behaviour and even the youngest children understand what is acceptable. She continuously praises them for their efforts. The childminder positively reinforces good behaviour throughout the day. Children learn how to keep safe. For example, when using ride-on-toys, the childminder gently reminds them not to tip backwards as they may hurt themselves. The childminder is skilful in asking children questions. They are given time to think, repeat words and respond. Children learn new words, such as 'reverse', 'shadows' and 'delicious', to extend their vocabulary.

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need to do better?

n The childminder invests time in getting to know the children in her care and their families. She understands the importance of good communication with parents so that she is fully aware of what the children can do, their interests, and their likes and dislikes, in preparation for when they first attend. This means that children settle quickly. n Children are inquisitive and have fun exploring a wide variety of toys and resources available to them. The childminder is skilful in how she supports their learning. For example, young children enjoy emptying and filling boxes. She provides boxes and baskets for them to fill and sits alongside them, encouraging conversation about the objects placed in the box. n The childminder carefully explains to the children what is expected and asks simple questions to engage their thinking. For example, she reminds them that it is time for lunch and explains what needs to happen next. Children respond and

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need to do better?

talk about tidying the toys away. The routine is familiar, and she praises them for their efforts. n Children play happily together. They are beginning to form friendships and are

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need to do better?

1 February 2022 learning to share toys. Children learn the skills they will need as they become more independent. The childminder encourages young children to have a go at putting their coats and wellington boots on in preparation for playing outdoors in the fresh air. n The childminder understands the importance of outdoor play. However, she does not consistently plan for children's learning in the outdoor environment in order to help them practise their growing physical skills further. Sometimes, children are restricted when learning to negotiate space, play with balls, and manoeuvre a ride-on toy. n Children develop good social skills. They relax as they sit at a child-size table and chairs at mealtimes. The childminder sits with them, encouraging and supporting them to use cutlery correctly. They show good manners as they say 'please' and 'thank you' when offered their meal. n Children enjoy books and stories. Even the youngest children show sustained

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need to do better?

levels of concentration when they select their favourite book. They sit for some time looking at the pictures. Children know how to take care of books and return them to the basket when they have finished. They confidently approach the childminder and sit on her lap when they want her to read them a story. n The childminder continually talks with the children. She understands how to engage children in conversation. The childminder is aware of children's starting points and what they need to support their communication skills. As a result, children's language and vocabulary are developing well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her responsibility to protect children from harm. She has a sound knowledge of possible signs and symptoms of abuse. She is clear about the process to follow and who to contact should she have concerns regarding a child in her care. Priority is given to updating her knowledge and she has recently completed safeguarding training. Children play in a safe and secure environment as the childminder takes care to routinely carry out risk assessments. The childminder closely supervises the children throughout the day. They wear high-visibility jackets on outings and they learn about road safety.

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should:

n provide more opportunities for children to explore and learn outdoors, so that they can practise and develop their large physical skills.

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Setting details

Unique reference number EY473491 Local authority Essex Inspection number 10069350 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 July 2014

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Information about this early years setting

The childminder registered in 2013 and lives in Witham, Essex. She operates all year round from 7.30am to 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. She holds a childcare qualification at level 3.

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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 provider. n The inspector observed activities indoors and outside and assessed the impact these have on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 February 2022 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

1 February 2022 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

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