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 show that they are happy and content in the childminder's homely environment. They lead their own play as they access and explore the available toys and resources. Children show that they have formed secure attachments to the childminder and are settled in her care. They readily involve the childminder in their play. She responds positively, for example as the children offer 'ice-cream cones'. Children develop their imagination and concentration. They spend time lining up the toy cars and vehicles, and explore a range of dressing-up clothes and hats. Children enjoy looking at books with the childminder, who points out items and makes connections to the children's own experiences.

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The provision is good

Children listen well to the childminder as she explains what will happen next. They follow instructions and help with tasks, such as joining the childminder as she tidies toys away before lunchtime. Children respond well to the encouragement and praise the childminder provides. They learn about good hygiene routines, such as washing their hands before eating, and are supported to cover their mouths when coughing.

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The provision is good

Children learn about the world around them. The childminder provides children with regular opportunities to explore the local woodland, feed the ducks at the pond and visit the horses in the nearby field.

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need to do better?

n The childminder finds out about children's care routines at home and follows these where possible. She sensitively recognises the feelings of parents who are leaving their children for the first time. The childminder communicates daily with parents and shares photographs of what the children have been doing during the day. She keeps parents well informed about their children's learning and encourages them to continue to share what they know about their children. n The childminder notices what children are interested in and what they like to do. She uses these interests to help children learn through play. The childminder has a good understanding of what children can already do and what they need to learn next. She provides children with a wide range of experiences, including trips to places in the community. For example, she takes children to art and craft sessions and attends events with other local childminders and their minded

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need to do better?

children. This helps to help support children's social skills and confidence further. n Children's physical development is well supported. They have daily opportunities for fresh air and exercise, either in the childminder's garden or on trips out. For example, the childminder regularly takes children on trips to the park after school. n The childminder is committed to providing a safe environment where children

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need to do better?

6 July 2022 can play and learn. She organises her home efficiently. She pays close attention to children's needs. For example, the childminder notices when babies need a cuddle for reassurance or when they are becoming tired and responds promptly. n Children's speech and language skills are developing well. The childminder responds well to young children as they begin to use words and form simple sentences. She talks to children continuously and names objects to help children learn new vocabulary. Children hear and repeat new words, such as 'on top' and 'under' as they play with cars. At times, however, the childminder does not use the most effective questioning techniques to support children's developing thinking and problem-solving skills. n The childminder sets clear expectations for children's behaviour. She encourages children to be polite and use good manners. The childminder guides children well to share and take turns with popular toys and resources. Children learn how

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need to do better?

to behave kindly and respectfully towards each other. n Parents express their thoughts about the service the childminder provides. They are very complimentary and say that the childminder is 'truly reliable and trustworthy'. Parents comment on the support provided for their children. n The childminder ensures that statutory training is updated. However, she does not focus her professional development on enhancing her teaching skills. The childminder has not identified specific training in how to support children's development, to further enhance her practice and to help children make the best possible progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs that may mean that a child is at risk from abuse or neglect. She knows what to do to ensure that any concerns about a child's welfare are reported to the relevant authorities. The childminder proactively updates safeguarding training to help to refresh and extend her knowledge. She is fully aware of a wide range of child protection issues, such as the illegal practice of female genital mutilation.

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should:

n allow children opportunities to think more deeply and develop their problem- solving skills n target professional development opportunities more precisely to help raise the quality of teaching to an even higher level.

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Setting details

Unique reference number 2540430 Local authority Essex Inspection number 10208667 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Children spoke to the inspector during the inspection. n Parents shared their views on the childminder during discussions with the inspector and through written feedback. The inspector took account of these views. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

6 July 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

6 July 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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