Shipton, Sarah Eve

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 happily play with each other as they explore the resources in the warm and inviting environment. Children have good bonds with the childminder as they are met with lots of praise throughout the day. This supports children's personal and emotional development. Children have high levels of engagement and enjoy being in each other's company. They take turns to feed the dolls and rock them to sleep. They enjoy throwing and chasing the ball with one another in the garden, which develops their social and physical skills. Children develop their fine motor skills as they practise using pegs to hang the washing on the line.

p.2

The provision is good

Children are exposed to a range of experiences outside the setting to learn about the community and wider world. For example, children attend a local cafe where they interact with adults with additional needs. Together, they participate in dance, music and drama sessions. Children learn how everyone is unique, which has had a positive impact on their personal, social and emotional development. In addition, children learn about animals and sea life through visiting the local farm and aquarium.

p.2

The provision is good

During snack time, children learn about different fruits. They explore the taste, texture and smell of each fruit. Children compare the texture of a kiwi fruit to grass. They learn new words as they cut the 'squidgy' fruit independently into 'segments', which develops their communication skills. Children develop their mathematical skills as they look at the shapes of the fruit and learn to count the pieces. They learn the benefits of eating fruit and where they come from, which promotes a healthy lifestyle.

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need to do better?

n The childminder has a good understanding of how to support children's communication skills. She introduces new vocabulary and extends what children are saying. For example, children say 'car' and the childminder replies 'yes, a blue car'. n Children have good opportunities to develop their literacy skills. They have access to a range of stories and enjoy singing songs with the childminder. Children enjoy making marks with pencils, sponges and water. However, the childminder does not always support children's emerging interests during planned activities. For example, during a planned drawing activity, children want to practise their cutting skills with scissors but are encouraged to continue with the drawing. n The childminder has created strong partnerships with other settings children attend and the local primary school. She shares children's emerging interests and next steps in learning. The childminder helps children to be prepared for

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need to do better?

14 June 2023 school transitions as they practise independence skills, such as learning to dress themselves and using the toilet independently. n The childminder has formed good relationships with parents, as she regularly discusses children's progress and what they have been doing at the setting. She provides parents with advice to support children's development. Parents comment on the positive home-from-home environment that children experience. They speak highly of the childminder. They describe her as 'friendly', 'professional', 'caring' and 'honest' and say that she has fantastic communication with them. Parents say that their children's confidence and independence have grown since attending the childminder's setting. n The childminder has an awareness of how to support children with special educational needs and/or disabilities and children who speak English as an additional language. She incorporates visual aids to help children to

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need to do better?

communicate. For example, the childminder has pictures of faces with different facial expressions so that children can express how they are feeling. Children can also request songs through using flash cards that are available to them. The childminder is aware of the support services available for families if she has concerns about a child's development. n The childminder is very reflective of her practice. She sends out questionnaires to parents to gain feedback about her strengths and any areas she could make improvements. The childminder is proactive with refreshing her knowledge on child development and often attends courses to support the children in her care. For example, she has recently attended training about children's oral health. This has enabled her to provide advice to parents and activities to children to promote healthy eating and oral hygiene.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly carries out risk assessments to ensure that her home is safe. This includes going to areas outside the setting, prior to her visit with the children. The childminder attends regular safeguarding updates held by the local authority to refresh her knowledge. She is aware of the signs and symptoms of abuse, including physical and sexual abuse and neglect. The childminder is aware of the importance of monitoring any changes to children's behaviour. She is aware of the signs and symptoms of radicalisation, domestic violence and county lines. The childminder knows the procedure to follow if she has concerns about a child or if there is an allegation made against herself or a household member.

p.3

should:

n enhance opportunities for children to extend their emerging interests during

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Setting details

Unique reference number EY375158 Local authority Essex Inspection number 10289075 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 5 Date of previous inspection 10 November 2017

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Information about this early years setting

The childminder registered in 2008 and lives in Roydon, Essex. She operates all year round from 7.30am to 2.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a relevant qualification at level 3. She is registered to provide 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 childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector had a learning walk together to discuss the areas of learning, the curriculum and what the childminder wants children to learn. n The inspector observed a planned activity and evaluated this with the childminder. n The inspector interacted with children throughout the inspection. n The inspector took account of parents' views. n The inspector looked at relevant documentation, including the childminder's first- aid certificate.

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Inspection activities

14 June 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

14 June 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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