Fitzgerald Michelle Angela

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 are welcomed by the caring, nurturing and enthusiastic childminder. The home is extremely child-friendly. Children are very comfortable, confident and happy in the homely environment. They have formed close attachments with the attentive childminder and made friends with other children who attend. They absorb themselves in their play and invite the childminder to join in their games. For example, children create a restaurant in role play. They use materials for tablecloths and lay the tables, counting the number of cups and plates they need. They look at menus and order noodles as they hold conversations with one another, discussing their favourite meals and the need to be careful as the food is hot. The childminder is skilful in her interactions with children and engages them in meaningful conversations.

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The provision is good

Children happily access a wide variety of toys and resources to support their learning. The childminder knows the children well and follows their interests when planning activities. Children self-register on arrival. They have their own flannels and towels in the bathroom. Their artwork, photos and information for parents are displayed within the home, creating a real sense of belonging. Children's behaviour is good. They understand the expectations of the childminder. They feel secure and demonstrate good manners.

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need to do better?

n The childminder has a secure knowledge of how children learn. She provides them with a good-quality education. The childminder plans a broad curriculum that covers all areas of learning. This includes learning opportunities outside of the home to extend children's experiences. For example, children pick apples in the orchard and make apple pies on their return. Children discuss with enthusiasm their visits to the zoo and the bluebell woods. Children make good progress as they demonstrate an eagerness to learn. n Children relish stories. They sit comfortably and listen intently to the childminder. They are positively encouraged to interact with the story and predict what might happen next. Children show sustained concentration and can recall what they have previously learned. For example, they talk with enthusiasm about their trip to the garden centre. They discuss the flowers and plants they observed and relate them to the story. Children use good vocabulary as they

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need to do better?

discuss the components of flowers, such as stalks and petals. n The childminder encourages children to develop self-care skills. They are encouraged to understand their personal needs. Children are supported, feel comfortable and know when they need to use the bathroom. The childminder has a gentle approach and encourages children to be independent. Children are keen to help the childminder. They return toys and tidy up in preparation for

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need to do better?

16 March 2023 snack, and they happily follow instructions. This provides them with the skills they need for successful future learning. n The childminder has developed strong partnerships with parents. She keeps parents fully updated about the care their children receive through daily discussions and daily diaries. Parents comment that the childminder is 'just wonderful' and has a 'natural talent' to care for children. Parents feel reassured that their children are safe and make good progress. n The childminder respects all children as individuals. Children's behaviour shows that they are confident and feel secure in her care. They make decisions for themselves. Children are given choices as to what they would like to do. Children learn about wider communities other than their own through well- planned activities. They discuss similarities and differences. Children are keen to learn about different cultures through fun enjoyable activities.

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need to do better?

n Children have a variety of opportunities to develop their understanding of simple mathematics. The childminder encourages them to count and to recognise shapes and numbers as they play and through sorting games. Children use simple sums as they sing familiar songs. Children enjoy planned activities to express their creativity. However, they do not have frequent opportunities to practise their mark-making skills when they play independently.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is very secure in her knowledge of how to protect children from harm. She completes training to ensure she is fully informed regarding all aspects of child protection, including issues such as the 'Prevent' duty and county lines. The childminder is aware of possible signs and behaviours that may suggest a child is at risk of harm. She has a good understanding of how to report any concerns. Parents are provided with comprehensive policies and procedures to inform them about the childminder's safeguarding responsibilities. Priority is given to ensure children play in a safe, secure and clean play environment, and they are closely supervised at all times.

p.3

should:

n provide more accessible resources to motivate children to practise making marks as part of early writing.

p.3

Setting details

Unique reference number 202232 Local authority Essex Inspection number 10280614 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 6 Number of children on roll 22 Date of previous inspection 31 August 2017

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Information about this early years setting

The childminder registered in 1996 and lives in Colchester, Essex. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant 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 setting. n The inspector observed the areas of the home available to children. n The childminder explained her intentions for the children's development and how she plans and implements her educational programme. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke to children during the inspection and took account of the views of parents by reading written testimonials. n The childminder shared some documents with the inspector, including evidence of suitability.

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Inspection activities

16 March 2023 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

16 March 2023 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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