Da Maia-Hawkey, Raquel Loridana

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 are keen and excited learners. They enthusiastically participate in both planned and freely chosen play. Children involve the childminder in their games and engage in purposeful discussions with her. They have warm and caring relationships with the childminder and her family. Children frequently approach her for a cuddle and enjoy the highly responsive reaction they receive from her. They are confident and show little concern when visitors are present. Children engage them in conversation and assist them when it is time to put their shoes on to leave.

p.2

The provision is good

Children are very well behaved. They show kindness towards each other and use their polite manners when asking each other questions. Children are very independent. They persevere and frequently confirm their ability to complete tasks. Children are familiar with the childminder's routines and need little reminding to wash their hands before eating and when they have played in the garden. Children participate in a wide and exciting range of activities each week. For example, they enjoy visiting the local library, attending toddler groups, participating in rhyme and story time activities and visiting local parks.

p.2

need to do better?

n During the COVID-19 lockdowns, the childminder supported families who were not able to attend her provision effectively. She kept in regular contact with them and provided activities for parents to do with their children at home. n Parents are complimentary about the childminder. They state that their children love attending her provision. They say that children have warm and caring relationships with the childminder and her family. Parents feel that their children are very well cared for and make good progress in their learning. They like the fact that the childminder takes children out and provides them with a wide range of experiences. n The childminder promotes children's communication and language skills well. She asks clear and appropriate questions, providing them with ample time to answer and share their thoughts. Children listen attentively to the childminder as she reads them stories. They giggle and join in when prompted by the

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need to do better?

childminder. For example, they excitedly help to shake the crocodile out of the book as he is not meant to be in the story. n The childminder helps children to manage their own personal needs. She encourages them to put their own shoes and coats on to play in the garden. She waits for children to have a go for themselves, before offering to assist. n Children recognise colours confidently as they choose coloured sticks to follow the pattern on a pre-printed shape. They count proficiently, occasionally helped and prompted by the childminder when they muddle the numbers up. n Children develop a good sense of belonging. They self-register their attendance

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need to do better?

17 February 2022 by placing a photograph of themselves onto the laminated picture of the childminder's house. Some choose to be positioned on top of the roof, while others stick their photo next to the garage. They are very familiar with the childminder's home and family. n The childminder has close links with a local childminding group. She often arranges outings and trips with other childminders. This helps children to develop social skills as they frequently mix with a larger group of children. The childminder uses the professional links established through these connections to keep up to date with changes in early years. However, the childminder does not currently seek further knowledge that would raise the quality of children's learning experiences to the highest level. n Children enjoy exploring physical play daily when they use the childminder's garden. They balance on the swing and see-saw equipment and use a selection

p.2

need to do better?

of ride-on bikes and cars and other physical play resources. The childminder is considering ways of further enhancing children's experiences to help them to enjoy more purposeful and challenging learning outdoors.

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 regularly updates her safeguarding knowledge, for example, through training and discussions with other childminders. The childminder recognises the signs and symptoms that might indicate that a child is being abused or mistreated, including wider safeguarding issues, such as radicalisation and female genital mutilation. The childminder knows what procedures to follow if she has any concerns about the children in her care.

p.3

should:

n focus professional development opportunities to extend knowledge of teaching and learning n enhance children's learning experiences when they play outdoors to provide challenging and exciting learning.

p.3

Setting details

Unique reference number EY562936 Local authority Essex Inspection number 10191226 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Colchester, Essex. She operates all year round from 7.30am until 5.30pm.

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 all areas of their premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder uses her home and her intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed an observation and how the curriculum had been implemented, and the impact that this had on children's learning. n Parents provided the inspector with oral and written feedback.

p.4

Inspection activities

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

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Inspection activities

17 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

17 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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