Childminder in Essex

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Children are happy in the care of the childminder. Their individual care needs are met according to the wishes of the parents. Children play happily with the role-play resources, imitating the childminder as she rocks the baby doll to sleep. They eagerly ask to sing and take turns to choose what nursery rhyme comes next. Children join in with actions to songs and move their bodies, developing their rhythm while doing so. They babble and talk while playing.

p.2

The provision requires improvement

Children do not have enough opportunities to be independent, such as during mealtimes. Children enjoy healthy snacks of fruit at snack time. Nappy changing is carried out respectfully to maintain children's privacy. Children move their bodies and develop their physical skills as they manipulate toys and pull themselves up to standing. They are provided with plenty of space to play, both indoors and outdoors. However, the childminder does not always provide enough opportunities to enable children to lead their own play and be creative.

p.2

The provision requires improvement

Children enjoy counting opportunities. The talk about colour and shape, which gives them an early introduction to mathematics. They build towers with bricks and use these in pretend play. They play alongside each other and involve the childminder in their play. Children attend various groups on a weekly basis, which encourages them to socialise with other children and childminders.

p.2

need to do better?

n The childminder's knowledge and understanding of the early years foundation stage is inconsistent. This has an impact on the delivery of the curriculum and outcomes for children. Children do not have access daily to a wide variety of toys, resources and activities. This reduces potential learning opportunities and the development of life skills. Children can make some choices independently. However, the storage of resources is not organised to allow children to access all potential play opportunities. n Children have limited opportunities to practise doing things for themselves, especially at mealtimes. Children are sat in different areas for mealtimes, and therefore they do not have opportunities to socialise and communicate during these times. The childminder does not always have high expectations of what children can potentially achieve from everyday activities. n Children are comfortable in the childminder's home and have positive

p.2

need to do better?

relationships with her. The childminder engages in conversation, with some questioning, and allows children time to express themselves. Children behave appropriately, and the childminder provides a calm environment. The childminder is aware of what the children need in their routine; for example, food, nappy changing and sleep. The childminder provides a safe and secure

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need to do better?

4 October 2022 home environment. She supervises the children appropriately and checks on them while sleeping. The children demonstrate that they feel safe in her care. n Children are supported with transitions, and the childminder works with parents to support children with change. The childminder has positive relationships with parents and follows their wishes. Parents are happy with the communication they receive and know their children are safe. The childminder carries out observations on children and monitors their progress. Parents are given information about what they do at the childminder's home verbally and via technology, keeping them up to date. n Children play with bricks and role-play resources. When playing with the dolls, the childminder shows the children how to rub the baby's back to wind them after a feed. Children imitate play and look to the childminder as a role model. They seek her attention and interactions while playing. The childminder

p.2

need to do better?

communicates with the children appropriately during play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has knowledge of how to protect children and keep them safe. She has attended relevant training on safeguarding and keeps this up to date. The childminder knows how to recognise potential signs of abuse and what this may look like. She knows the reporting procedure and what to do if she has concerns for a child's welfare. The childminder is aware of current issues, such as county lines and domestic abuse. She knows the impact abuse can have on children's behaviour, how changes may occur and how to look for this in play. The childminder has appropriate checks in place to work with children.

p.3

Due date

provide an ambitious and challenging curriculum to enable children to reach their full potential. 22/11/2022

p.3

should:

n organise the environment more effectively, to enable a wider choice of toys, resources and activities that are easily accessible and enable children to lead their own play n encourage children's independence at every opportunity and have consistent

p.3

should:

4 October 2022 high expectations of what children can achieve.

p.3

Setting details

Unique reference number EY450753 Local authority Essex Inspection number 10235903 Type of provision Childminder

p.5

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 15 Date of previous inspection 8 December 2016

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Information about this early years setting

The childminder registered in 2012 and lives in South Woodham Ferrers, Essex. She operates all year round, from 7am to 5pm, Monday to Thursday, except for bank holidays and family holidays.

p.5

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 areas of the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed the curriculum and their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with written testimonials from parents, which the inspector took into account. n The inspector looked at relevant documentation and evidence of the suitability of the childminder.

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Inspection activities

4 October 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

4 October 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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