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

Children readily lead their own play and learning in the childminder's welcoming home. Children confidently choose from the toys available and happily play with their chosen activity. They demonstrate strong bonds with the childminder and go to her for cuddles and reassurance. Children behave well. They display confidence and high self-esteem, as they laugh and play with their peers and the adults who care for them. They enjoy choosing stories to share with the childminder, who pauses appropriately and encourages them to make sounds to accompany the story. Children share their knowledge with her confidently, as they talk about the animals they can see in the book.

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The provision is good

The childminder recognises that, due to the pandemic, some children need more support regarding their communication and social skills. As a result, she prioritises these areas of development when planning her provision. Younger children eagerly dip into a bag of animal puppets. She names and points out key features of the animal, building on children's vocabulary and understanding. In addition, the childminder takes the children to toddler groups. This helps build their confidence and gives them more opportunities to interact with others.

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need to do better?

n The childminder knows the children well. She confidently talks about what the children can do and what they are working on to develop their learning. She takes into consideration children's starting points, which then shape her planning of the curriculum. For example, children that are soon moving to school develop skills they need, such as dressing and undressing, or recognising their own belongings. n Children are supported to feel secure. The childminder extends and tailors settling-in sessions, to suit children's and their families' individual needs. Photos of the children engaged in activities and pieces of artwork they created are displayed at their eye level. This helps children see they are valued and develop a sense of belonging. The childminder gathers detailed information about children's preferences from parents before children start. She uses this to plan activities she knows children will enjoy and help them make progress.

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need to do better?

n The childminder's interactions help children on their journey to becoming confident communicators. She responds to their sounds and gestures animatedly when changing their nappies. The childminder provides a respectful narrative of what she is doing, so children are aware of what is happening. This builds on children's vocabulary and provides an early understanding of being involved in back-and-forth conversations. n Parents praise the childminder. They say she is flexible, fun and professional. They comment that she provides interesting and enriching activities. Parents

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need to do better?

6 October 2022 appreciate that they receive regular updates to show the activities their children have enjoyed. Parents recognise their children are more confident as a result of spending time with the childminder. n The childminder has high expectations of children. They learn to be polite and use manners appropriately. For instance, they say 'thank you' to their friends, when they pass them a toy. The childminder speaks to children about their own experiences. Older children spontaneously collect and distribute water cups to younger children and check on them, if they are upset. n Children benefit from plenty of fresh air and lots of opportunities to be physically active outside. They explore in the garden and have regular trips to the park. The childminder plans a range of exciting outings for the children, including visits to farms and pumpkin hunting locally. n The childminder and her assistant ensure that mandatory training is kept up to

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need to do better?

date. They understand their responsibilities around this. However, in recent years, they have not considered their wider training needs to increase their knowledge and skills, and support children's learning further. n The childminder adapts activities in response to children's emerging interests. She follows their lead instinctively. For instance, she provides children with a tea set when they show an interest in this. She adds appropriate tools and resources to support the activity even further. This helps children to remain motivated in their learning experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the procedures to follow, should she have any safeguarding concerns. She recognises the possible signs and symptoms of abuse or neglect. The childminder knows who to contact if she is worried about the welfare of a child. The childminder and her assistant complete regular safeguarding training to keep their knowledge up to date. She understands what to do should someone make an allegation against herself or a member of her household. The childminder ensures the children are safe in the environment through continuously assessing the risks. She teaches children how to climb safely and involves them in discussions about everyday risks.

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should:

n develop a comprehensive plan of continuing professional development to raise the quality of practice to an even higher level.

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Setting details

Unique reference number EY475071 Local authority Essex Inspection number 10236333 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 15 Date of previous inspection 16 November 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Great Wakering, Essex. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She sometimes works with an assistant.

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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 childminder and has taken that into account in their evaluation of the setting. n The inspector had a tour of the areas of the premises used for childminding. n The inspector observed the childminder interacting with children. She held discussions with the childminder regarding what she wants children to learn. n The inspector read written testimonials from the parents. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

6 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

6 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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