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 Requires improvement

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The provision is good

Children settle easily. They are confident, independent and quickly form secure, trusting relationships with the childminder and each other. Younger children enjoy the company of those normally at school, including their siblings. They all join hands to 'row their boats' as they sing along to the nursery rhyme. Children enthusiastically roar as they 'see the lion'. They happily choose what they want to play with from the resources in the playroom. For example, while playing with dinosaurs, children decide to go and find some pretend food. They return with wooden and plastic food for the hungry dinosaurs. Younger children do not miss out, as the childminder finds a brightly coloured sorting dinosaur that they can 'feed' using colourful shapes.

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The provision is good

Children behave well. They understand the importance of sharing toys and taking turns. Children enjoy a good range of activities inside and outside in the childminder's garden. For example, they learn to physically challenge themselves on the wooden play equipment. Children are confident communicators and continually learn new words. For instance, the childminder tells them that they have completed a 'rally' when the shuttlecock goes back and forth without dropping to the floor. Children repeat and use the new words in context as they carry on playing.

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need to do better?

n The childminder is very attentive to children's needs. She spends time at the start of each care arrangement gathering detailed information about each child's character, likes and dislikes. The childminder picks up quickly on the emerging signs that indicate younger children are tired or hungry. However, sometimes, particularly during changes of routine activities, she overlooks ways to keep them fully occupied and engaged. n Children make good progress in relation to their starting points. The childminder observes children and plans, taking into account their interests and what they need to learn next. This helps to provide activities and experiences that support children's learning and development. n Overall, the childminder provides planned activities that all children can take part in together. This allows younger children to learn from their older peers. However, the childminder does not always provide resources to enable the

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need to do better?

youngest children to consistently engage in activities. For example, younger children find it hard to handle thin paintbrushes, when they have yet to develop their fine-motor skills. n Children delight in recognising and naming the complicated dinosaur names. They proudly tell each other what they are called and what they like to eat. For example, children inform their friends that diplodocuses do not eat meat, but

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need to do better?

24 August 2022 that velociraptors do. Children use their imaginative skills further as they climb into empty baskets, crouching down to pretend they are dinosaurs breaking out of their eggs. n Partnerships with parents work well. The childminder speaks to parents as they drop off or collect their children. She encourages parents to share what their children like to do at home and any new interests. This helps to promote continuity in children's care and learning. n The childminder has good links with schools and other settings that children also attend. She introduces herself to nursery staff and teachers to make sure that information about what children know and can do with her is shared between settings. The childminder works closely with nursery staff to decide on next steps in children's learning and contributes to assessments, such as the progress check for children aged two years, as required. n Children continually learn skills to help support their future development. For

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need to do better?

example, the childminder teaches children about not wasting food. She talks to them about only taking what they will eat and that some children in the world do not have enough food. This helps children to develop an awareness of what is a healthy portion and appreciate their food. Children learn to cut grapes in half and carry child-safe knives with the blade pointing downwards as they help to clear away. n The childminder is keen to update her professional development and find new ways to help children learn. She completes courses where possible and speaks to other childminders. This helps to continually develop her practice and outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to safeguard children. She knows the signs and symptoms that may indicate children are at risk of harm or abuse. The childminder knows what to do in the event that she has any concerns about children in her care. She keeps her training updated to ensure that she is aware of the possible dangers to children from other issues, such as radicalisation or extremist behaviours.

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should:

n develop the curriculum further to provide additional opportunities for children to explore resources, particularly younger children during daily routine changes, to keep their engagement in their learning n review and consider ways to extend the availability of resources, particularly during messy activities, to fully encourage all children to take part.

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Setting details

Unique reference number 2544596 Local authority Essex Inspection number 10213206 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 11 Date of previous inspection 7 October 2021

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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.

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Inspection activities

n The inspector discussed any continued 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 they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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