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 provides a homely environment where children feel safe and secure. They have formed loving bonds with the childminder and her assistant, who are warm and affectionate. Children respond positively to their gentle interactions, soft voices and guidance. The childminder is enthusiastic and motivates children to become active learners. Children are keen to explore new learning and choose freely from a wide range of stimulating activities. The childminder models the calm and respectful behaviour she expects from children. As a result of this, children use 'please' and 'thank you' without prompting. They play well together and understand the need to share and take turns.

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The provision is good

The childminder provides a broad curriculum that follows children's interests and needs. She uses her teaching skills to build on what children know and can do. Children use their imagination as they lead their play. For example, they place small plastic cones on a wooden block and pretend they are candles on a birthday cake. Children excitedly sing 'Happy Birthday' and blow out the make-believe candles. They show their enjoyment and concentration as they build a tower with wooden reels. The childminder extends children's learning by asking them questions such as, 'How many wooden reels have you used to build your tower?' Children share their thoughts and ideas and count 'one, two, three, four, five'.

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need to do better?

n The childminder and her assistant evaluate children's learning and progress regularly. They use this information to help plan the children's next steps in their learning. As a result, all children are making good progress. The childminder takes on board the views of the children and plans in the moment. For example, children identify a circle shape and say, 'Look it's the letter 'O' for Oliver'. The childminder engages children in in-depth conversations to promote their knowledge of letters. Children start to recognise the shape and sounds of letters within their name. n The childminder is a good role model who promotes children's growing independence very well. Children are consistently encouraged to do things for themselves. Babies feed themselves. They demonstrate a growing confidence and are curious to explore their surroundings. Older children hang their coats up and place their shoes on the shoe rack. Children help to put away toys and

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need to do better?

resources. They manage their self-help skills. For example, they wash and dry their hands and take themselves to the toilet. n The childminder and her assistant are passionate and enthusiastic about caring for children and helping them to learn. There is a real 'family feel' to the provision. Children enjoy the childminder and her assistant's company. For instance, they seek them out for hugs and reassurance and giggle happily as

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need to do better?

18 January 2024 they engage in activities together. As children jump over the blocks, they call out to the childminder and her assistant, 'Look at me, I am jumping'. Children beam with pride as the childminder and her assistant praise their efforts. This helps to build children's self-esteem and confidence. n Children's communication and language development is effectively supported. The childminder repeats back what children say and models the correct pronunciation of words. She challenges their understanding of speech and language by asking appropriate questions. However, the organisation of the learning environment does not support children to access books freely. This prevents children from fostering a love of books and enhancing their literacy development from a very young age. n The childminder successfully weaves mathematical skills into children's daily routines and activities. She reminds children to use their 'counting fingers' as

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need to do better?

they count how many blocks they have. Children learn mathematical language such as 'on top', 'underneath', 'bigger' and 'smaller'. Children gain a good understanding of early mathematical concepts. n The childminder and her assistant work well together. They draw on each other's strengths when evaluating the provision. They reflect daily on what children have enjoyed and where they have progressed in their learning. They identify further professional development opportunities to improve their practice. n Partnership working with parents is strong. Parents describe the setting as an 'amazing learning environment'. They speak very highly of the childminder and her assistant. They comment they are 'kind', 'caring' and 'very approachable'. Parents state that their children are thriving in this home-from-home environment. The childminder informs parents about what the children have done while in her care and the progress that they are making.

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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 review the organisation of the learning environment so that children can access books more freely, to support their interest in books and literacy skills from a young age.

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Setting details

Unique reference number EY497704 Local authority Essex Inspection number 10308591 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 12 Number of children on roll 19 Date of previous inspection 21 March 2018

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Information about this early years setting

The childminder registered in 2016 and works with an assistant. She lives in Chesterwell, Colchester, Essex. The childminder operates all year round, from 7.30am until 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She 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 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector held a number of discussions with the childminder and her assistant at appropriate times during the inspection. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback. n Discussions were held between the childminder and her assistant and the

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Inspection activities

inspector, to help establish their understanding of how to safeguard the children in their care. n The childminder provided the inspector with a sample of key documentation on request.

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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

18 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

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