Trussler, Emma

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

p.1

The provision is good

Children settle quickly in this well-organised and welcoming provision. New children explore their environment confidently under the attentive eye of the childminder. They enjoy accessing a wide range of age-appropriate play resources that reflect their individual needs. Children explore a range of puzzles. Young children develop strength in their hands as they practise picking up the pieces.

p.2

The provision is good

Children feel safe and secure as they form strong bonds with the childminder. The childminder notices when children need a cuddle for reassurance or when they are becoming tired. Her nurturing attention allows children to build trusting relationships with her. The childminder praises children regularly as they play. This helps to develop their self-esteem and emotional well-being.

p.2

The provision is good

Children enjoy unique experiences in their local community. They learn about people who help them, such as firefighters, when they take trips to the fire station. Regular visits to playgroups and parks provide opportunities for children to play alongside their peers. This helps to develop their social skills and confidence.

p.2

need to do better?

n The quality of teaching is good. The childminder understands how children learn and develop. She obtains detailed information from parents about children's routines and learning needs. This allows the childminder to shape her curriculum and teaching to meet the needs of the children effectively. n The childminder promotes early understanding of mathematical concepts well. Young children become deeply engaged as they explore a wide range of resources, such as shape sorters and wooden blocks. They learn to turn the shapes to fit into the correct spaces. The childminder repeats numbers to them as they count Russian dolls. Children develop awareness of size as they discover that the smaller dolls fit into larger dolls. This provides a secure understanding of mathematical ideas and enables children to confidently move on to the next stage of their learning. n Children choose from resources that provide opportunities for them to follow

p.2

need to do better?

their own interests in their play. For instance, they independently investigate a play kitchen. They pick up fruit and use their hands to explore the different textures. However, at times, the childminder does not plan her activities effectively enough to provide focused learning opportunities for younger children. n The childminder supports children's communication and language extremely well. She speaks to the children with quality interactions. She responds to the babble of younger children as they play, enabling them to learn the skills of conversation. The childminder extends and increases vocabulary by introducing

p.2

need to do better?

5 September 2022 new words, such as 'elephant', as they play with puzzle pieces. This builds children's language effectively and gives them the ability to express their needs. n The childminder provides a language-rich environment. The childminder has recently improved her reading area to allow books to be easily accessible for children. They quickly develop a love of books as they explore them freely. Younger children learn how to turn pages as they look at the books with the childminder. She points at words and talks to the children about the pictures. n The childminder understands her responsibilities. She keeps her mandatory training up to date. The childminder sources further training to help her to implement new strategies to improve the provision. The childminder links closely with other childminders to discuss and share good practice and gain new ideas. This has a positive impact on the children, supporting their outcomes further.

p.2

need to do better?

n Parents speak highly of the childminder, commenting that she does an 'amazing job'. The childminder shares information effectively with the parents, ensuring they know the progress that their children are making. She shares daily photos with parents and provides information about the next steps in their children's learning. The childminder provides opportunities for children to continue learning at home. She shares information with parents about the activities children enjoy in the setting and encourages parents to continue these at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of safeguarding. She is aware of safeguarding issues, such as female genital mutilation and radicalisation. She knows how to recognise the signs and symptoms of abuse and/or neglect and the correct procedures to follow if she has concerns about the welfare of a child. She ensures her knowledge is kept up to date. The childminder ensures that children are always supervised in the provision. She supports children to understand risks as they learn not to climb on furniture inside.

p.3

should:

n review the planning for younger children to provide activities that are focused on their individual learning needs and help them to make continuous progress.

p.3

Setting details

Unique reference number EY559506 Local authority Essex Inspection number 10190367 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 4 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. 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.

p.4

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 the childminder and has taken that into account in their evaluation of the childminder. n The childminder joined the inspector on a learning walk. She talked to the inspector about the curriculum and what she wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors. She discussed children's progress with the childminder. 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. n The inspector took account of written feedback provided from parents on their views of the setting.

p.4

Inspection activities

5 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.

p.4

Inspection activities

5 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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