Brotherton, Lucy Claire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy and enjoy spending time with the childminder. They build close emotional bonds with her, which supports their well-being. Children are polite, kind and gentle towards their younger peers. For example, when babies drop their cup on the floor, older children are quick to retrieve it for them. The childminder praises their kindness, which helps them to develop good levels of self-esteem. Children are sociable and enjoy meeting other children with their childminders. This helps them to be confident in new situations.

p.2

The provision is good

Children readily lead their own play and learning. They play happily in a safe, stimulating and caring environment. They confidently explore the resources and activities provided. Children show high levels of concentration as activities are planned to capture their interests. They use a variety of pens, crayons and stickers to decorate a large cardboard castle in the garden. Other children persevere in making a door for the castle made out of wooden blocks. The children thoroughly enjoy the childminder's interaction in their play. For example, babies crawl inside the castle, playing peekaboo affectionately with her. Children talk to the childminder about their creation and their knowledge of the colours they see on the flag.

p.2

need to do better?

n The childminder knows the children well. She confidently talks about where they are in their learning. She gathers detailed information about their interests and what they can already do when they start at her setting. The childminder plans activities to help build on children's current skills, following their interests. This helps to engage children in their learning. As a result, all children, including those with special educational needs and/or disabilities, make good progress. n Children have good opportunities to practise counting and learn mathematical concepts. Children show well-developed mathematical skills as they recognise that half of a circle makes a semi-circle. They can put numbers in order, and they learn the relationships between position and number, as they decide who can go first, second and third when choosing an activity. n Good hygiene practices are encouraged. Children confidently sing their

p.2

need to do better?

handwashing song as they wash their hands before mealtimes, helping them to stay healthy. Mealtimes are sociable events. Children sit and talk to the childminder and their friends about the contents of their lunch boxes. They discuss the dinosaur pasta and consider if it is the shape of a stegosaurus. n Partnerships with parents are extremely positive. Parents say that their children are thriving in the childminder's care. She provides parents with detailed information about the progress children make and how to support their learning at home.

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need to do better?

25 May 2022 n Children join in with an array of activities, which build on their communication, language and literacy skills. They meet with other childminders and their children to participate in planned phonic sessions, helping them to recognise letters and their sounds. This helps to prepare children for the next steps in their education. n The childminder continually talks to the children as they play, gently repeating words back to correct their pronunciation. She values what the children have to say and gives enough time for them to think and respond to questions. As a result, children speak clearly with increasing confidence and fluency. n The childminder sequences children's learning to help them make good progress. She uses an online app to monitor children's learning and what to plan next. However, on occasions, the childminder completes tasks for the children rather than encouraging them to do things for themselves, such as allowing

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need to do better?

children to prepare their own fruits at snack time. n The childminder is committed to her professional development. She frequently attends training, for example to support children's speech and language. The childminder implements her new knowledge into practice to further improve her setting. For example, she now takes the children to the library regularly. The children choose a book to take home, which supports their love of books. Furthermore, the childminder meets with other childminders. They use these opportunities to share ideas and reflect on their practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding issues. She is aware of the possible signs and indicators which may suggest a child is at risk of abuse and neglect. The childminder understands the procedures to follow if she has a concern about a child's welfare or if an allegation is made against her. She supervises children well and carries out risk assessments to identify and remove any potential hazards for children. The childminder completes regular training to keep her knowledge of safeguarding up to date. She is knowledgeable about a wide range of safeguarding issues and holds a current paediatric first-aid certificate.

p.3

should:

n use all opportunities to help children to be independent.

p.3

Setting details

Unique reference number EY405764 Local authority Essex Inspection number 10127210 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 7 Date of previous inspection 9 November 2015

p.4

Information about this early years setting

The childminder registered in 2010 and works with a co-childminder at her home in Lawford, Manningtree. 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 qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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 inspector viewed the provision and discussed the safety and suitability of the premises. n Children communicated with the inspector during the inspection. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Discussions were held between the childminder and the inspector, to help establish the childminder's understanding of how to safeguard the children in her care. n The inspector took account of the views of parents through their written feedback.

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Inspection activities

25 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

25 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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