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, confident and make good levels of progress in relation to their starting points. They enjoy being outside, even in the rain. Children practise their physical skills as they climb up and slide down the large play equipment. They learn how to move themselves on the swing, closely supervised by the childminder's assistant. Children love playing in the water tray. They scoop up and pour the water, enjoying using watering cans to give the garden plants a drink.

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The provision is good

Children independently head off to the playroom. They choose from the wide selection of resources and settle down to play with toys of their choice, such as small characters from a popular, fictional pig family. Children are learning how to behave. Gentle reminders and plenty of praise help them learn to share, take turns and wait patiently for snacks and meals. Children follow the assistant to the bathroom, knowing that they need to wash their hands before eating. They take themselves to the table to sit down. Children are beginning to use small spoons and forks confidently to eat their pasta, cheekily using their hands when they cannot pick up the pasta with their cutlery. They tuck into cubes of cheese and enjoy pieces of fruit. This helps to support their good health and physical well- being.

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need to do better?

n The childminder and her assistant talk to children constantly, narrating their play. However, sometimes, they use statements and questions that only require one-word answers or a nod from the children. This does not make the most of all opportunities to extend children's communication and language skills. n Children benefit from a good range of adult-led activities that help to support what they need to learn next. They eagerly wait for the childminder to tip coloured ice cubes into a large tray. Children explore the feel of the cold ice and notice the colour that appears on their hands. As the ice cubes melt, the childminder encourages children to use small wooden hammers to break up the ice. She models how to 'paint' using brushes and mix the melting ice to create new colours. Children delight in crushing the melting cubes, clapping their hands to spray small pieces of ice into the air. n Parents are happy with the care and learning opportunities their children

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need to do better?

receive. They appreciate the feedback and can see the progress that their children are making. The childminder shares children's achievements and their learning with parents verbally and online. This enables parents to further support their children at home. n The childminder has recently decided to taken on assistants. She plans to have regular catch-ups and daily chats to help support their practice. The childminder uses online training providers and completes webinars. She shares learning from

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need to do better?

24 May 2022 training courses with her assistants. However, the childminder has yet to fully develop a precise training plan for herself and her assistants to help raise the quality of teaching and educational programmes further. n Children develop a love of books. They crowd around the childminder, eager to see the pictures and listen to the story. She offers them opportunities to slide and move the tabs inside the book. The childminder encourages the children to name and point to the animals, using words such as 'jellyfish' to help them name the sea-life creatures. The childminder introduces numbers into the story to help support children's early mathematical development. n The childminder has links with other settings that the children also attend. She recognises the importance of sharing information to support continuity in children's care and learning. The childminder knows how to contact other professionals, such as the health visitor. This enables her to look for support

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need to do better?

should she have any concerns about children's development. n Children are very relaxed and content. They know where the beanbags are and settle down with a book or toy for a few minutes' peace and quiet. Children happily go upstairs for their afternoon sleeps, gathering up their comforters before being put into individual cots. The childminder knows each child's sleep time routine, which helps them to quickly drop off for a nap.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection and how to safeguard children. She is aware of the signs and symptoms that may indicate a child is at risk of harm or abuse. The childminder knows what she must do in the event of any concerns. She has completed the required checks to verify that her assistants are suitable to be working with children, including requesting references. The childminder has ensured that one of her assistants holds a valid paediatric first-aid qualification so that she can be left in sole charge of children for short periods.

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should:

n make greater use of every opportunity to ask children questions to support and extend their communication and language skills further n identify ways to build on existing skills to develop practice and professional development to a higher level.

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Setting details

Unique reference number 2551485 Local authority Essex Inspection number 10215743 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 12 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Bicknacre, Essex. She operates all year round from 7am to 6pm, from Monday to Wednesday and on Friday. Thursdays are by arrangement.

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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 childminder. n The childminder showed the inspector all the areas of their premises and discussed how they ensure that they are safe and suitable. n The childminder discussed her intentions for children's learning with the inspector. 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 Parents provided the inspector with oral and written feedback. n The childminder provided the inspector with a sample of key documents on request. n The childminder and the inspector discussed an observation and how the curriculum had been implemented and the impact that this had on children's

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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.

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Inspection activities

24 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

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

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