Challoner, Caroline Elizabeth

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 welcomed into an inviting and exciting learning environment. They settle quickly, as they have established close bonds with the caring and nurturing childminder. Children are confident and comfortable in the home. They move around with ease and select from a variety of resources in a dedicated playroom. Children can initiate their own play as they are able to select quality toys from low storage. They become engrossed in construction play and engage the childminder in their activity. Children show great pride in their model of 'Buckingham Palace' and are clearly thrilled with the encouragement and praise they receive. Children confidently recall information they have previously learned. For example, they discuss that the palace has lots of windows. They know that the Queen has been on the throne for 70 years and has corgis as pets.

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The provision is good

Children's communication and language skills are good. They confidently ask lots of questions and show eagerness to learn. They have a wide vocabulary as the childminder is a good role model and introduces new words to challenge their thinking. Children make very good progress in their learning. They delight in outdoor play, choosing when they want to play in the garden. They show sustained concentration in the construction area, where they fill a digger with sand and explain in detail how they achieve this. Children grow fruit and vegetables and excitedly pick strawberries, ready for their snack. They sit comfortably with the childminder and enjoy a delicious snack. They learn how to keep healthy as they regularly enjoy fresh air and exercise outdoors.

p.2

need to do better?

n The childminder provides children with quality care and learning opportunities. Her enthusiasm is infectious as children are keen and eager to try new experiences with excitement. The childminder models language well. She gives children time to think, process information and respond. The childminder is skilful in supporting children's individual interests. She engages them in meaningful conversations and asks questions to help to develop their deeper thinking. n The childminder has high expectations for the children in her care. Children's behaviour is good. They listen with intent and follow the childminder's instructions, such as when it is time to tidy and prepare for lunch. The childminder supports children's emotional well-being. She provides resources to help children express how they feel. Yoga sessions, along with a quiet soothing space, a selection of calming toys, books and sensory lights, successfully provide

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need to do better?

children with the support they need to help regulate how they feel. n Parents speak very highly of the childminder. They say that they feel welcome and involved in their children's learning. They comment on the positive influence

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need to do better?

1 June 2022 the childminder has on their children and say that the progress children make in their development is 'brilliant'. Parents are very grateful for the ongoing support that helps their child seamlessly transition on to school or, as they work for the military, when they relocate. n The childminder is ambitious and continues to further develop her knowledge and skills. Through completion of training, the childminder understands she can improve outcomes for the children. She purposefully seeks training that is relevant for her setting and those attending. The childminder evaluates and implements changes that will enhance the children's experiences. n The childminder has a secure knowledge of how children learn. Outings are planned within the curriculum to broaden children's experiences further. For example, they go to music groups, the zoo and the farm. Children's love of books and stories is supported effectively. They show delight as they retell

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need to do better?

favourite stories that are familiar to them. The childminder seizes opportunities to support children's mathematical development. For example, children count how many fruits the caterpillar eats in the story, and they do simple sums as they work out what is 'more' or 'less'. n The play environment is rich in language, text and numbers. All seven areas of learning are considered, and children make good progress. While children access quality resources with ease, they do not have as many opportunities to play without purpose. For example, children have fewer opportunities to express their creativity and imagination to a higher level as open-ended resources are not readily available.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is fully committed to protecting children from harm. She is extremely knowledgeable about all aspects of child protection. This includes wider concerns, such as county lines, breast ironing and domestic abuse. The childminder understands her role and responsibility to keep children safe and how to report any concerns she may have. Through ongoing training, the childminder is familiar with possible signs and behaviours that may cause concern. She ensures that children play in a safe and secure environment as she regularly risk assesses her home and resources to ensure that they are fit for purpose.

p.3

should:

n extend opportunities for children to access a wider range of open-ended resources, to help to develop their exploration and creativity to a higher level.

p.3

Setting details

Unique reference number 2520471 Local authority Essex Inspection number 10208047 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 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Colchester. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. 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 childminder has 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 together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector took account of the views of parents by reading written testimonials. n The childminder shared some documents with the inspector. n Children spoke to the inspector about things they do at the childminder's home.

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Inspection activities

1 June 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

1 June 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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