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 Met

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The provision is good

Children demonstrate that they feel happy in the care of the childminder. They move around the learning areas with confidence and show a strong sense of belonging in the setting. Toddlers enjoy having space to practise their newly acquired walking skills, and are developing into keen explorers. They spend time finding out how wheels move, such as by pushing cars around and exploring the wheels on cogs. Children's faces show their high levels of concentration and interest in what they see. Children have secure routines and know what is expected of them. For example, when the childminder mentions snack time, children instantly tidy away the toys and show pleasure at their achievements. Children learn how to play cooperatively and their behaviour is good.

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The provision is good

Children enjoy being outdoors. They learn how to plant and tend to flowers and have many opportunities to be active. They ride in cars skilfully and make sure that their vehicles are parked up correctly before moving indoors. The childminder is mindful of keeping children safe in hot weather. She provides them with time to be outdoors in the morning before the heat rises. The childminder makes sure that children keep themselves hydrated by drinking water regularly.

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need to do better?

n The childminder works closely with a co-childminder and her registered assistants. She supports her co-childminder with supervision procedures and strengthens the ongoing development of assistants. All the adults undertake training together, such as through webinars. This helps them to reflect on their practice and implement new knowledge and skills to further support children's outcomes. n Children thoroughly enjoy music and singing times. They join in with words, actions and movement with great enthusiasm. The childminder knows what young children's favourite songs are, and they become excited when she says that they will sing them. She is aware of how singing promotes children's communication and language development as they learn to put words together in songs and rhymes. n The childminder is aware of where children are in their development. She observes them closely and uses her observations and assessments to identify

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need to do better?

what children need to learn next. Children are making good progress. n Parents speak positively about the childminder and the other adults working in the setting. They say that they provide a friendly, family orientated environment where children flourish. Parents state that they value the information and advice that they receive about how to support their children's learning and development at home. n Children learn about numbers and quantity. For example, children count how

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need to do better?

12 August 2022 many toy fish they catch in a net. The childminder talks to children about 'more' and 'less' as they compare their fishing nets. She extends children's learning further by encouraging them to sort the fish into colour sets. This effectively supports children's mathematical development. n Children receive good support to help them to learn about themselves and others. They enjoy looking at their reflections in mirrored materials. The childminder talks to children about what makes them unique. She introduces children to festivals that are important to children attending the setting. This helps them to explore the range of diverse cultures and differences between each other. n The childminder actively reflects on her practice. Her recent changes to observation procedures have strengthened information-sharing with parents. The childminder is currently considering how she can use the nearby forest area

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need to do better?

to further foster children's interest in nature and the outdoors. n The childminder plans activities well and tailors her teaching to children's learning needs. Toddlers enjoy exploring water, such as by rubbing their hands in it and splashing. They learn the names of arctic animals and sea creatures. Children enjoy spending time at these activities. However, at times, the childminder is too quick to tidy activities away and move children on to the next one. This interrupts children's good engagement in learning and exploration.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep children safe and promote their welfare. She knows how to recognise any signs that children may be at risk of harm or extremist behaviour. The childminder has the contact details for relevant agencies in the local area. This enables her to swiftly seek advice or to make referrals, if she needs to. The childminder has a clear safeguarding policy that she uses to underpin her practice. The childminder, co-childminder and assistants undertake regular safeguarding training to keep their knowledge relevant and up to date.

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should:

n provide children with more time to fully engage and complete their learning as they explore the exciting activities available to them.

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Setting details

Unique reference number EY454414 Local authority Essex Inspection number 10231842 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 19 September 2016

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Information about this early years setting

The childminder registered in 2012 and works at the home of another childminder in Loughton. She operates all year round from 7.45am to 5.45pm, 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 began. The inspector discussed the impact of the pandemic with her and has taken that into account in her evaluation of the childminder. n The inspector and the childminder looked at the areas of the setting that she uses with children, and discussed how she operates her practice and implements her curriculum. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures were looked at by the inspector. These included documents relating to the suitability of household members and adults working in the setting, and safeguarding and complaints procedures. n The inspector took into account the views of parents, and discussed the childminder's reflections of her practice with her.

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Inspection activities

12 August 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

12 August 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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