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 Good

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The provision is good

Children form positive attachments with the childminder, who creates a peaceful and supportive environment. Children are content and settled. They confidently explore toys and resources and show that they are inquisitive as they approach others to see what they are doing. Children are well behaved. They use their manners while taking part in snack times and mealtimes. The childminder is a very good role model. She uses 'please' and 'thank you' and sensitively encourages children to do the same. The childminder provides age-appropriate explanations. For example, when a child tries to take a toy from another they learn about using 'kind hands' and 'taking turns'.

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The provision is good

Children make good progress from their starting points. They learn through a planned and well-balanced range of child-led and adult-supported activities. For instance, children select toy cars, dinosaurs and dolls and click together bricks, using their imagination as they play. They create and decorate crowns with sparkling 'jewels', ready for the Platinum Jubilee celebrations. Children have daily opportunities for exercise and fresh air. They enjoy outings within the local community and further afield. Children enjoy choosing storybooks at the local library and taking these home to share with their family. The childminder supports children to develop an interest in reading and singing songs, which helps to increase their vocabulary and language skills.

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need to do better?

n Before new children start attending, the childminder gathers a range of information from their parents. This helps her to plan and provide familiar care routines. Gradual settling-in sessions mean that children have the opportunity to meet the childminder and her family and familiarise themselves with her home, helping them to feel safe, secure and confident. n Parent partnerships are good. The childminder uses a range of methods to communicate, including daily discussions and electronic messages. The childminder keeps parents informed about their children's progress and next steps in learning. She regularly seeks and evaluates feedback from parents. The childminder understands the importance of building good links with staff from local schools. She also networks with a small group of childminders. This enables her to share information and remain updated about changes in early years practice. n Children have fun and learn about nature during visits to the zoo. While

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need to do better?

exploring museums, they learn how different types of technology are used in daily life. These well-organised events help to broaden children's understanding of the world they live in. Children develop an awareness of diversity as they learn about cultures that are different from their own. The childminder teaches

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need to do better?

25 May 2022 children about different festivals and uses resources and craft activities to support their learning. This helps to promote a culture of understanding and respecting others. n The childminder interacts well with children and engages them in conversations during play. These interactions help to support their good progress in communication and language. For example, she repeats what children say to ensure they are able to hear the correct pronunciation of words. The childminder asks children a good range of questions, challenging them to think and share their ideas. She also supports children's understanding of how to count and to recognise colours and shapes effectively. The childminder makes certain that all children receive an abundance of encouragement and praise. This helps to boost their self-esteem and growing confidence effectively. n The childminder talks to children about how they can keep themselves safe. For

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need to do better?

example, when a child stands on a chair, she gently explains what the consequences of this behaviour could be. The childminder follows this up by sensitively ensuring that all children are sitting on their chairs safely. Children are supported to develop independence in preparation for school. They learn how to manage toileting and personal hygiene needs. In addition, children are encouraged to put on their own coats and shoes when getting ready to play outside. n The childminder uses opportunities to reflect on her practice and strengthen her existing knowledge of teaching and learning. However, there is room to build further on her understanding to support children with special educational needs and/or disabilities (SEND) to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good understanding of safeguarding and potential child protection concerns. She knows the signs and symptoms that may indicate a child is at risk of harm. The childminder demonstrates a good understanding of a wide range of safeguarding issues, such as the risks to children of being exposed to extremist ideas. The childminder completes daily visual checks of all areas used by the children to ensure their safety and well-being. She takes time to follow up on any non-attendance and clearly records and monitors all accidents and incidents for any repeating patterns of concern.

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should:

n build on professional development opportunities to strengthen existing knowledge and further embed arrangements to support children with SEND.

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Setting details

Unique reference number EY543019 Local authority Essex Inspection number 10239969 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 25 Date of previous inspection 19 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Takeley, Essex. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. 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 inspector completed a discussion about children's learning. n The inspector carried out a joint observation of an activity with the childminder and together they evaluated this. n Children spoke to the inspector during the inspection. n Parents emailed their views and opinions to the inspector. n The inspector reviewed relevant documentation, including the suitability checks of all persons over 16 years of age living in the household.

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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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