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 are greeted at the door upon arrival and settle quickly into the childminder's home and care. They have a warm and positive relationship with the childminder and enjoy engaging her in their play. The childminder is attentive to the children's needs. She offers comfort, praise and reassurance when the children require it. The childminder builds upon the children's communication and language skills by introducing them to new concepts as they sing and play together. For example, children learn the concept of 'open and close' as they sing about the wheels on the bus.

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The provision is good

The childminder has high expectations of the children, and the children know what is expected of them. Children help to tidy up before new toys and activities come out. As a result, they respond promptly to instructions and requests. Children are curious and eager to learn as they shout, 'wow, that's so cool' when the childminder tells them about a pending activity. The childminder values and respects children's choices as they choose what they would like to play with. For example, the children choose to play with the flour. They enjoy exploring different marks using the toy cars, paintbrushes and their fingers as they develop their early literacy skills.

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need to do better?

n The childminder uses the children's interests to build upon what they already know and can do. Children are eager and motivated to learn. For example, the childminder allows the children to lead their own play and builds upon their learning using an 'in the moment' approach. n Children develop excellent independence in the childminder's care. Children demonstrate good hygiene routines as they wash their hands and access the toilet or potty. They help to set up for snack, learn to fasten their own clothing and pour their own drinks. This helps children to develop confidence and self- esteem, while providing them with a sense of responsibility. n Children have opportunities to feel awe and experience the wonder of the world by going on regular outings into the community. For example, they go on a bus trip around the local area. n Interactions between the children and childminder are positive. The childminder

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need to do better?

supports children's communication and language development by introducing new words and concepts by modelling, commenting, asking questions and labelling what the children are doing. For example, she explains the word 'winch' and what this is used for. However, sometimes, questions limit children's thinking capacity and problem-solving skills as they can only be answered with a 'yes' or a 'no'. n The childminder is proactive in sharing information with additional settings. This

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need to do better?

1 September 2022 helps professionals meet the individual needs of children. n Children enjoy engaging the childminder in their play and having conversations. This helps children to express their thoughts and ideas. However, children are not always given enough time to process and respond to questions being asked. n Parents speak highly of the childminder. Children are happy and get opportunities to explore the wider world. Parents comment on the 'regular outings' to the woods, park and beach. n The childminder supports parents with their children, for example, to promote positive behaviour and potty training. However, not all strategies used to engage parents in their children's learning are successful. n The childminder has a good understanding of safer recruitment procedures to ensure children's safety and well-being. She has recently taken on a new assistant and all checks have been completed. n The childminder is reflective of her practice and provision. She can identify areas

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need to do better?

of improvement, such as attending more training and moving the playroom around to meet the needs of the children. n The childminder supports children to take turns using a song bag. This provides opportunities for the children to develop and refine life skills, form relationships and understand social cues.

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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. She can clearly explain the procedures she would follow if a child was at risk of harm and how to report this. The childminder ensures she keeps her safeguarding knowledge up to date and has an appropriate first-aid certificate. She carefully risk assesses all outings to minimise the risks to children. The childminder teaches the children about safety and the children know what is expected of them. For example, she teaches the children to be kind to animals alongside their peers, as they have a dog on the premises.

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should:

n allow opportunities for children to process and respond to information to help them process their thoughts and formulate an answer n identify different questioning techniques to help children develop their thinking capacity and problem-solving skills n develop more successful strategies to involve parents in their children's learning.

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Setting details

Unique reference number 2566132 Local authority Essex Inspection number 10232188 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Wivenhoe. She provides care all year round, from Monday to Thursday, from 7.15am to 5.30pm, and from 8am until 4pm in the school holidays. The childminder has links with a local primary school and provides a school drop-off service on Fridays. She holds a relevant early years qualification at level 3.

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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 and the inspector talked together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out an observation during an activity and discussed the intent of the activity with the childminder.

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Inspection activities

1 September 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 September 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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