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

The childminder ensures children are welcomed into a safe and fun environment in which to learn. She has a good knowledge of the children attending. The childminder invests time in getting to know the children and their family. This helps to ensure she has a sound understanding of where they are in their development and what they need to learn next. The childminder provides children with a wide variety of play opportunities and quality resources and follows the children's interests when planning her curriculum. Children make good progress. The childminder teaches children the skills they need for successful future learning and transition to school.

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The provision is good

Children settle quickly and leave their parents with ease as they are very comfortable, confident, and happy in the childminder's home. They have formed close attachments with the calm, attentive and nurturing childminder and made friends with other children who attend. The childminder understands when children want to play independently and is on hand for support and encouragement. Children understand the childminder's expectations. They feel secure with familiar routines and demonstrate good manners and their behaviour is good.

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need to do better?

n The childminder has a secure knowledge of child development and how children learn. She provides them with a good-quality education. The childminder plans a broad curriculum that covers all areas of learning. Children make good progress as they demonstrate an eagerness to learn. n The childminder demonstrates a commitment to ongoing training, including regular safeguarding updates to ensure she is fully informed of current practice. She has a culture of evaluation and is fully aware the importance of continuous professional development has on outcomes for children. n Young children thoroughly enjoy role play and excitedly dress up, using the props provided. They are fully supported in their imaginary play. For example, children learn how to change the dolls nappies and dress and feed 'their babies'. They engage the childminder in their play and listen with intent to her as she teaches them how to take care of themselves and their babies. Children show

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need to do better?

sustained concentration as they learn the importance of healthy foods and cleaning their teeth. n The childminder encourages children to develop self-care skills and the skills they need to be independent learners. 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 potty training receive lots of encouragement, praise and support. n The childminder engages children in meaningful conversations. She is effective

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need to do better?

10 January 2024 in supporting children's speech and language development. The childminder provides running commentaries during activities and introduces new words to extend and challenge their vocabulary. n Children's mathematical development is fully supported through activities. They enjoy puzzles and number games. The childminder encourages them to count and compare shapes and numbers in their play. Children learn mathematical language, such as 'more' or 'less', through everyday routines, for example, when pouring their own drinks. n The childminder has developed effective professional partnerships with parents. Parents say their children have 'blossomed' while in the childminder's care. They comment how the childminder has a positive input in their children's growing confidence and development and of the 'stimulating activities' provided. Parents appreciate the 'excellent feedback' and regular updates, including end of term

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need to do better?

reports provided. n The childminder respects all children as individuals. Children are given choices as to what they would like to do and make decisions for themselves. They learn about 'emotions and feelings' through conversations and stories. They are beginning to understand the impact of some behaviour has on others, and how to regulate their own emotions. n Children initiate their own play, using quality resources that are easily accessible. They are busy and engrossed in their play. The childminder encourages them to help tidy up in preparation for mealtimes. However, she does not consistently encourage children to tidy away their resources, particularly books, when they have finished with them, in order to learn to take care of the things that they use.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help children to understand how to take more care of their environment and resources, particularly when they are leading their own play.

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Setting details

Unique reference number EY487753 Local authority Essex Inspection number 10316808 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 3 May 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Coggeshall, Essex. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides 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 has 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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The childminder explained her intentions for the children's development and how she plans and implements her educational programme. n The inspector spoke to children during the inspection and took account of the views of parents by reading written testimonials.

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Inspection activities

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

10 January 2024 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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