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

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The provision is good

Children arrive at the setting happily and are enthusiastic to start their day. They say goodbye to their parents and settle quickly in the welcoming environment. Children develop strong attachments to the friendly and caring childminder. This helps children to feel safe and secure. The childminder has high expectations for children's behaviour. She encourages children to share the resources and take turns. Children's artwork is on display, which helps to promote their confidence and self-esteem.

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The provision is good

Children particularly enjoy being outdoors in the childminder's garden. They have great fun as they develop their physical skills. For example, young children climb through tunnels, and older children practise hula-hooping. Children remain engaged at the sandpit as they pour and scoop the sand into containers. Older children show good imagination as they pat the sand into baking trays and say they are making 'cupcakes'.

p.2

The provision is good

Children experience a good range of activities and experiences. For example, they learn yoga and confidently show visitors the 'tree' position. Children plant fruit and vegetables in the garden and eat what they grow. They enjoy trips out to the local area, such as visiting the nearby museum. These experiences help children to develop an understanding of their community and the wider world.

p.2

need to do better?

n The childminder supports children's communication and language development well. She consistently engages children in conversations and discussions. She asks older children questions to help to extend their thinking. For instance, as children makes 'pizzas', she asks them about the ingredients they are using. At mealtimes, the childminder introduces new words, such as 'stalk' and 'steam', and gives an explanation to support children's understanding. n Children have many opportunities to develop their small-muscle skills and coordination. For example, children thoroughly enjoy using chalks to draw on the outside blackboard. Children vigorously make marks on the blackboard and say, 'It's a volcano!' n The childminder uses everyday experiences to support children's mathematical development. For example, she encourages children to count the pieces of banana on their plate at snack time and the toy cars as they tidy them away.

p.2

need to do better?

n The childminder is proactive in her approach to meet the needs of children who may need additional support. She works closely with parents and takes account of all available expertise and advice. This enables her to plan effective strategies to help all children make good progress in their development. n Children enjoy the interesting activities the childminder provides. However, the

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need to do better?

12 April 2022 childminder does not consistently provide children with opportunities to think of their own ideas and ways of solving problems independently. For example, as older children make a 'bridge', using a wooden plank, the childminder asks how they can make it level. However, she quickly suggests putting more wooden bricks underneath rather than encouraging children to work this out for themselves. n The childminder plans a broad curriculum to help children make progress in all areas of learning. She observes children to understand what they already know and what they need to learn next. However, sometimes, during group activities, the childminder does not fully consider how to extend the engagement levels of younger children and support their learning even further. n The childminder is clear about what she wants children to learn and be able to do by the time they leave her setting. For example, children learn to put their

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need to do better?

own shoes and coats on, use the bathroom independently and develop their social skills. n Parents are very complimentary about the childminder. They feel well informed about their children's learning and value the daily feedback. The childminder provides information sheets about the learning topics to encourage parents to support learning at home. n The childminder keeps her knowledge up to date through research and professional development opportunities. She evaluates her provision and is committed to making continuous improvements. For example, she is currently considering ways to capture children's opinions effectively about their experiences at her setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibilities with regards to safeguarding and protecting children. She refreshes her safeguarding training to ensure that her knowledge remains up to date. The childminder has a good understanding of the possible signs and symptoms that a child may be at risk of harm, including being exposed to extremist views and behaviours. The childminder has a clear understanding of the procedures to follow should she be concerned about a child.

p.3

should:

n enhance opportunities for children to think independently and solve problems for themselves n review the planning of group activities to extend the engagement levels and support the learning needs of younger children as effectively as possible.

p.3

Setting details

Unique reference number EY563118 Local authority Essex Inspection number 10191111 Type of provision Childminder

p.4

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 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Braintree, Essex. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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 and the inspector had a learning walk together to discuss the childminder's 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 on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 April 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

12 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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