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

p.1

The provision is good

Children's physical skills are developed well. They have access to climbing frames, bikes, scooters and balancing beams in the garden. Inside, children enjoy dancing along to the music and jump up and down when they sing about 'sleeping bunnies'. They learn to negotiate space when they lie down and then jump up and hop around like bunnies. Children clap along and play musical instruments. They also have a range of resources to develop fine motor skills. For example, children enjoy learning how to thread beads onto string.

p.2

The provision is good

Children are offered a range of experiences outside the childminder's home. They go on trips to the zoo, forest and local library. Children visit local toddler groups to develop their social skills. They recently visited a local church, where they showed a great interest in stained-glass windows. Therefore, when they returned, they made their own stained-glass windows, using a range of craft resources. Children then tested them out on the windows.

p.2

The provision is good

Children share cuddles with the childminder and enjoy warm and positive interactions. She has created good bonds with the children in her care, developing their confidence. Children are resilient and learn how to solve their own problems. For example, when children play with the magnetic blocks, they make a cube. They try to fit a car in the cube and soon discover that it is too big. Children rearrange the shapes to create a larger cube. When they see that they are successful, other children begin to add their cars too.

p.2

need to do better?

n Parents have a meeting with the childminder before their children start to discuss children's routines, interests and development. This means the childminder can help children to settle and support their learning from their first day. Parents have regular discussions about how their children are progressing and their next steps in learning. n Parents are happy with the level of care the childminder provides. They comment that children are cared for in a warm, loving and clean environment. Parents describe the childminder as professional, attentive, informative and helpful. They are happy she provides many learning experiences both inside and outside her home. n The childminder finds out the languages children speak at home. She learns key words in their home language. For example, when the childminder speaks in a child's home language, the child looks up with great delight. They share a smile and show the wonderful bond they have.

p.2

need to do better?

n The childminder shares information regarding children's learning and development with other settings they attend. This supports consistency of care

p.2

need to do better?

14 December 2022 for children who attend more than one setting. n The childminder supports children's transitions to school. Children learn to dress themselves. She works with parents to ensure children are confident with using the toilet independently. Children learn how to open lids and boxes in their packed lunches. The childminder works closely with the local school to share children's progress and how they can be supported. n Children learn about emotions using books. The childminder talks about things that make them happy and sad, and encourages children to express how they are feeling. Children say 'sharing is caring' to each other. n The childminder teaches children about healthy foods. She completes activities where children learn to brush their teeth and discusses the importance of this. n The childminder adapts routines to ensure they do not interrupt children's learning. For example, when changing nappies, she waits until the children have

p.2

need to do better?

finished their activity before changing their nappy. n The childminder talks to children about what they are doing as they play and encourages them to find colours and shapes. However, the childminder does not consistently make the best use of opportunities to introduce new words in order to enhance children's communication and language skills. n When the childminder reads a story about a ladybird, she uses props to bring it to life. Children excitedly look for the animals in the story and around the room. They are encouraged to place dots onto a printed ladybird and count how many they are putting on. However, the childminder does not always challenge and extend children's learning to help them make the best possible progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder maintains a safe environment for children. She tidies toys away regularly to prevent trip hazards. She attends regular safeguarding training to keep her knowledge up to date. The childminder knows the signs and symptoms of abuse and how to report any concerns. She also knows the procedure she would follow if there were any allegations made against herself or a household member. The childminder is aware of county lines and extremism. She teaches children about how to stay safe online.

p.3

should:

n make the best use of opportunities to introduce new words during play in order to enhance children's communication and language skills further n plan activities more effectively to challenge children further, to help them make the best possible progress.

p.3

Setting details

Unique reference number EY486233 Local authority Essex Inspection number 10263953 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 10 Date of previous inspection 17 May 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Little Canfield, Essex. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She also offers overnight care.

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 setting. n The childminder and inspector completed a learning walk together to discuss the areas of learning, the curriculum and what they want children to learn. n The inspector observed a planned activity and evaluated this together with the childminder. n The inspector spoke to children about what they enjoy doing at the setting. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation, including the childminder's first- aid certificate.

p.4

Inspection activities

14 December 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

14 December 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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