Slater, Louise

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 happy and settled in the childminder's care. Babies are affectionate. They freely turn to the childminder for hugs and reassurance. Older children develop high levels of independence and rapidly learn new skills. For example, they help the childminder to cut fruit for snack. They learn how to use knives safely as they cut strawberries. They share the fruit with babies, who are waiting eagerly. As a result, children build positive relationships with one another.

p.2

The provision is good

Children learn about the world around them. They enjoy picking fruit in the childminder's garden. They watch tractors working in the field behind the childminder's home during harvest time. This helps children to develop an understanding about where their food comes from. Babies confidently explore different textures, such as the grass on their feet. They enjoy the sensory activities that the childminder provides. They concentrate intently as they try to remove cooked spaghetti from their hands. This helps them to develop their hand-to-eye coordination.

p.2

The provision is good

Children acquire the skills they need for the future. Older children manage their own personal care needs. They communicate effectively. For instance, they talk about the 'sticky' spaghetti as they play. They extend this further as they talk openly to the childminder about what they can see happening as they mix the different colours of spaghetti together.

p.2

need to do better?

n Children are well prepared for transitions, such as when they prepare to move on from the childminder's care to school. The childminder speaks to children about the skills they are learning. For instance, she tells children that using tools to move spaghetti in a tray will help them to develop the muscles in their hands. The childminder talks to children about their new school and the uniform they will wear. This helps children to understand what will happen once they leave the childminder's care. n Babies develop their larger muscles. The childminder recognises the different stages of their development and supports these appropriately. For instance, she encourages babies to walk by using resources such as baby walkers. Babies then go on to walk unaided. The childminder uses praise and enthusiastically encourages them to persevere with their new-found skills. As a result, babies move around confidently and are clearly proud of their achievements. They

p.2

need to do better?

enjoy being able to explore independently. n The childminder plans appropriate activities for children of all ages. She skilfully differentiates activities to support children's individual targets. For example, she encourages babies to explore the resources on offer in a large tray. Babies

p.2

need to do better?

10 May 2022 respond positively, immersing themselves fully. Older children focus well at the same tray. The childminder asks them a range of questions to check their understanding of the activity she has planned. This helps her to plan appropriate next steps for children and extend activities to stretch children's learning. n Children enjoy musical activities. Babies push buttons on musical toys and dance along enthusiastically. They begin to join in with actions to familiar songs. For instance, they wave and clap their hands. Older children confidently sing along to their favourite rhymes. The childminder encourages them to make choices, such as which song they should sing next. This helps children to learn that their opinions are important to the childminder. n The childminder constantly reflects on the provision she offers. She completes training which is relevant to the needs of the children she cares for. During the

p.2

need to do better?

COVID-19 pandemic, her training was highly focused. She identified areas where she felt children would need most support when they returned to her care following local lockdowns. For instance, she completed communication and language training. This helped her to quickly close any gaps in children's learning and development when they returned. n Parents report that they are happy with the service the childminder provides. The childminder shares children's progress with parents. She gives them daily feedback about their child's time with her. She keeps them informed about their children's next steps. However, the childminder does not yet fully support parents to build on their children's learning at home. This limits children's continuity in learning between the childminder's setting and their home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder fully understands the importance of keeping children safe. She completes regular safeguarding training to keep her knowledge up to date. Her training includes wider safeguarding issues, such children who may be at risk of being exposed to extreme views and behaviour. The childminder regularly reviews her policies. This helps her to keep contact information for outside agencies up to date. As a result, the childminder can raise any concerns regarding children's welfare in a prompt manner. The childminder is aware of the process to follow should anyone make an allegation against herself or a member of her household.

p.3

should:

n enhance opportunities for parents to support children's learning at home so that children can build on what they have already learned and make even more rapid progress.

p.3

Setting details

Unique reference number EY561933 Local authority Essex Inspection number 10190830 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Barling Magna, Southend-on-Sea, Essex. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children.

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 inspector had a tour of the areas of the home used for childminding indoors and outdoors. n The inspector observed the childminder's interactions with children. She held discussions with the childminder regarding what she intends children to learn. The inspector considered the impact of this on children's learning and development. n The inspector read written feedback from parents and took account of their views. n The inspector looked at a selection of the childminder's documents, including insurance documents and suitability documents for the childminder and members of the household.

p.5

Inspection activities

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.

p.5

Inspection activities

10 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6