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 Good

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The provision is good

Toddlers form secure relationships with the childminder and her assistant. They continually practise and use their developing language skills. They babble away and use single words in response to the childminder's questions and conversations. Boxes of toys with pictures depicting what is inside tempt children to independently choose what to play with. They explore small-world toys, such as little castles, and carefully place little teddy bears into the back of trucks before driving them around the floor. Toddlers add facial features to potato heads, taking time to add eyes, ears and the mouth, sometimes in the right place, before attaching feet to make them stand up.

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The provision is good

Toddlers are keen to explore the garden. They excitedly chase bubbles, popping them with their fingers. The childminder shows toddlers how to dip the wands into the soapy mixture to send lots of different-sized bubbles into the air. Toddlers develop good physical skills as they learn how to climb up the sides of the wooden frame. They begin to recognise when they are not quite ready to tackle the slide and clamber back down. This helps toddlers to develop confidence in their own abilities and to learn when they are not quite ready for the next challenge.

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need to do better?

n The childminder uses her living room for quiet time and sleep. Toddlers enjoy snuggles and a story with her before settling down for their afternoon nap. They listen as the childminder reads and help to turn the pages. However, toddlers do not have a similar cosy, comfortable space to rest or relax with books and resources in the playroom, where they spend the majority of their day. n Children's emotional well-being is a high priority for the childminder. She is very aware of the impact of the pandemic on children of all ages and has taken time to learn some mindfulness techniques to assist her in supporting their mental health. For example, the childminder provides older children with time to talk to her when they need to share what is on their minds. This helps to encourage children to recognise and manage their emotions appropriately. n All children make good levels of progress in relation to their starting points. The

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need to do better?

childminder knows them really well, including their current interests and which resources they particularly enjoy playing with. This helps her to provide good- quality learning experiences that meet their individual interests and stages of development. The childminder regularly observes children and shares their achievements with their parents. Therefore, children benefit from good continuity in their learning and development. n The childminder constantly talks to children as they play. She asks questions and encourages them to respond to her in their own time. However, sometimes, the childminder is not always quick enough to identify opportunities to extend

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need to do better?

8 September 2022 children's learning even further. For example, she does not always encourage them to use simple mathematical language in their play. n There are good links with the local school teachers that support a consistent flow of information between parents, the childminder and teachers. The childminder knows how to contact other professionals and refer parents to more specialist services should any gaps in children's development appear. She makes contact with other childminders when children move into her care. This enables her to make the process as smooth as possible to support children's emotional well-being and confidence. n The childminder ensures that new assistants complete thorough vetting and suitability checks before starting. She supports them to learn their new role and responsibilities. Regular discussions and clear guidance enables assistants to quickly learn what is expected of them. The childminder and assistant work

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need to do better?

closely together to ensure that all children's needs are met. Ongoing reflection and training help the childminder to develop her knowledge, which she passes on to her assistant. n Children enjoy healthy meals and snacks. They tuck into fruit and breadsticks at snack time, and enjoy sandwiches, fruit and yoghurts for lunch. This helps to support their good health and physical well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder takes every care to ensure that children are protected and safe. For example, she does not leave adults alone with children who are yet to have their suitability confirmed. The childminder and her assistant have completed safeguarding training, and both hold valid paediatric first-aid certificates. This enables suitable assistants to take sole charge of children for up to two hours. They know the signs and symptoms that may indicate children are at risk of harm. The childminder demonstrates her confident knowledge of the steps she would take in the event she had any concerns about children in her care.

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should:

n develop the environment to encourage children to learn to recognise and understand their emotions and to independently choose when to relax, rest or take time out n make greater use of interactions with children to extend and develop their learning further.

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Setting details

Unique reference number EY402100 Local authority Essex Inspection number 10074358 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 12 Number of children on roll 15 Date of previous inspection 5 May 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Colchester, Essex. She works with an assistant. The childminder provides care Monday, Tuesday and Thursday, 8am to 6pm, term time only. She provides care before and after school on Wednesday. School holiday care is by arrangement. The childminder holds an appropriate qualification at level 3. She 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 childminder 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 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

8 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

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