Bennett-Smith, Mrs Gemma Maria

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 form strong attachments with this warm and nurturing childminder. These close relationships help children to feel safe and secure. Children are relaxed and settled in her welcoming, home-from-home environment. Children make independent play choices from a range of age-appropriate resources. They choose where they play, moving freely between the inside playroom and garden. Children show confidence, smiling happily when visitors interact with them.

p.2

The provision is good

Children experience a balance of free-choice and planned activities that support their interests. For example, they create freely as they glue leaves and twigs onto cardboard shapes to make collages. Children have enormous fun as they stamp their feet in water and make footprints on the childminder's patio. They show good imagination in pretend play as they use telescopes to look for treasure. They invite the childminder to join in with their play, and they laugh loudly when she pretends to eat the pretend food they offer her. Children enjoy playing together. They are kind to each other and demonstrate a good understanding of the boundaries in place at the setting.

p.2

The provision is good

Children benefit from planned activities outside of the childminder's home. They attend regular toddler groups, spend time at the local allotments and visit the beach and forests. The childminder uses these outings to extend children's learning and to help develop their social skills.

p.2

need to do better?

n The childminder is a good role model. She is calm and patient and promotes positive behaviour through praise and encouragement. The childminder gives children clear and consistent reminders and simple explanations of the rules. She supports children to learn good manners and to take care of the environment. For example, she encourages children to say 'please' and 'thank you' at mealtimes, and to help tidy away toys once they have finished playing with them. n Children's communication and language development is supported well. The childminder interacts consistently with children as they play and explore the environment. She speaks slowly and clearly and introduces new vocabulary, encouraging children to repeat the words. For example, she uses the words 'metal' and 'magnets' as children play with tin money boxes. Children enjoy listening to stories and show interest as the childminder encourages them to

p.2

need to do better?

look at the pictures. n The childminder encourages children to work things out and do things for themselves to help them to become independent. For example, she motivates children to persevere, through trial and error, to open different locks using a

p.2

need to do better?

20 July 2023 variety of keys. At snack time children use a knife to spread cheese on crackers, showing good control. They develop good self-care routines. For example, they know they must wash their hands before eating and after using the toilet. n The childminder is clear about the skills and knowledge she wants children to know and do before moving on to school. She works closely with staff at the local school to share information about each child before they start. This helps children to move on to school confidently and promotes continuity in their learning. n The childminder supports children's mathematical development. Children learn how to recognise and name shapes. The childminder weaves counting into everyday activities. For example, as children put on plastic gloves to pretend to be doctors, she encourages them to count the number of fingers. n The childminder improves her knowledge and skills through reading and

p.2

need to do better?

research. She has developed good relationships with other local childminders. They regularly meet up to plan joint activities and share good practice to help enhance children's experiences. n Parents are happy with the care their children receive. They comment that the childminder's home is a happy environment and children enjoy spending time there. They say she knows the children well and is supportive of their needs. Parents say communication with the childminder is good and that she is very flexible in her approach. n The childminder knows the children well. She uses assessment to identify what they know and can do. However, the childminder's plans for learning often focus on topics rather than what it is children may need to learn next in their sequence of development, to ensure that they make the best possible progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibilities to safeguard children. She maintains a good knowledge of safeguarding, completing regular training to help keep this up to date. The childminder understands how to recognise possible concerns in a child's life and knows who to report these to without delay. She knows what to do should she have concerns about another professional's practice or if an allegation is made against herself or a household member.

p.3

should:

n plan learning to focus more precisely on what each child already knows and needs to learn next, to help them make the best possible progress.

p.3

Setting details

Unique reference number EY371568 Local authority Essex Inspection number 10280138 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 8 Date of previous inspection 1 September 2017

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Colchester, Essex. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that these are safe and suitable. n The inspector observed activities, indoors and outdoors, and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector discussed and reviewed activities. n Parents shared their views of the setting with the inspector. n The inspector talked with children at appropriate times throughout the inspection. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

20 July 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

20 July 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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