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 are happy and settle very quickly in the childminder's home. The childminder welcomes and greets children warmly. Children develop a close and trusting relationship with her and feel safe and secure in her home. Children take off their shoes and place them on the rack and their coats on the peg when they arrive. They confidently place their name tags on the self-registration tree. They wash their hands before going into the lounge and choosing the activity of their choice.

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The provision is good

The childminder sensitively supports children's emotional development. She understands their strengths and weaknesses and supports them according to their needs. For example, she discussed the inspection visit ahead with children so that they knew what to expect. This contributes to children's sense of security.

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The provision is good

Children demonstrate that they have good attitudes. They say 'please' and 'thank you' to each other and adults when necessary. They speak politely to each other during play. Children have great fun as they lead their play. For example, children ask, 'Can I have a turn now, please?' The childminder encourages children's good behaviour, for example by modelling good manners. She helps children to share and take turns, and praises them when they do.

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need to do better?

n The childminder has clear settling-in procedures in place. She gathers information that allows her to plan activities that will interest and distract children during the settling-in period. The childminder carefully gives children time and space to explore and observes them as they play. She identifies what children already know and can do and what they need to learn next. This ensures that a challenging curriculum plan is put in place for each child. n Children enjoy singing nursery rhymes and doing the actions to songs. They listen to new words and repeat them, which helps to extend their vocabulary. For instance, as children play with trains and tracks, the childminder asks, 'Can you make a wiggly wobbly track?' Children ask in wonder, 'Wiggly wobbly?' The childminder answers, 'Yes, wiggly wobbly like a snake or a caterpillar.' n The childminder promotes children's independence and encourages them to take

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need to do better?

responsibility for small tasks, such as cleaning after eating and tidying up. She encourages children to open their own packet of crisps and pot of yoghurt. They competently cut up fruits and vegetables. n The childminder has a good understanding of her role and responsibilities. She continues to evaluate her approach to make improvements that support children's learning and help them to make good progress. The childminder has a good knowledge of children's interests and plans to support their needs

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need to do better?

18 May 2022 appropriately. The childminder has a clear vision about how she provides an inclusive environment where children enjoy their play and learning. n The childminder promotes children's good health and they learn to make healthy choices about their food. The childminder supports parents to ensure that children's packed lunches are nutritious. Children learn about the importance of cleaning their teeth every day. n Children are prepared for future social relationships. They learn to share with others and to speak politely to them. Children regularly visit local libraries, the soft-play centre, the beach and the community centre. This allows children to practise their social skills with others, which helps to develop their confidence and self-esteem. n Children have access to a range of books and select them from the box. They open the books page by page and look at the pictures. Children enjoy listening

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need to do better?

to the childminder reading stories. However, the childminder does not plan group activities that fully engage younger children in their learning. n Partnership with parents is good. The childminder has established effective communication between herself and her parents. She provides thorough daily feedback and face-to-face meetings. The childminder exchanges information and shares learning objectives with parents through an app. She gives parents advice and support to help them to guide their child's learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to protect children from harm. She attends regular training to keep her safeguarding knowledge updated and to ensure that she knows how to report any concerns. The childminder is aware of the indicators that may mean a child is at risk of harm. She is aware of wider aspects of safeguarding, such as the 'Prevent' duty. The childminder implements robust policies, procedures and risk assessments to promote the health, safety and well-being of the children. She supervises children at all times and ensures that all accidents are handled and recorded appropriately.

p.3

should:

n explore ways to encourage younger children to be fully involved during group activities.

p.3

Setting details

Unique reference number 2508851 Local authority Essex Inspection number 10191858 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Canvey Island, Essex. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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 setting. n The childminder and the inspector had a learning walk of the setting. n The childminder and the inspector jointly observed and evaluated an activity together. n Children spoke to the inspector about what they enjoy doing in the setting. n The inspector spoke to parents and took account of their written views. n The inspector reviewed relevant documentation, including the accident record.

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Inspection activities

18 May 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

18 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.

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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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