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 has created an environment that supports children to feel safe, secure, and happy. Children excitedly show visitors to the 'cabin' and explain that this is where they 'play and do their work'. They speak confidently about the many enjoyable activities that are available. The childminder has created an inclusive environment, where all children are valued and respected.

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The provision is good

Children demonstrate secure attachments with the childminder. The regular praise and positive role modelling by the childminder help children to develop self-esteem and confidence. They behave well, showing a clear understanding of the expected behaviours. The childminder offers warmth and sensitivity to the children in her care. This further helps children to feel emotionally secure.

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The provision is good

There is an effective curriculum in place. The childminder has considered what she wants children to learn during their time at the setting. Children benefit from planned learning experiences, both at the setting and within the local community. For example, the childminder takes children to weekly sensory sessions and to the library, where children choose their own books. The carefully considered activities link to children's interests. For instance, when a child brings a dinosaur toy from home, the childminder helps children to broaden their knowledge about dinosaurs.

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need to do better?

n Communication and language forms an integral part of the curriculum. The childminder has developed an environment where children have access to high- quality speech and language experiences. For example, children listen attentively to familiar stories read by the childminder. They listen, ask questions and predict what might happen next in the story. A rich vocabulary is shared with children as they play. The childminder sensitively repeats mispronounced words back to children in the correct form. As a result, children use language exceptionally well. Furthermore, they are developing a love of reading. n Children are developing their knowledge and skills. The childminder has created a curriculum that supports children's interest and builds on what they already know and can do. The childminder plans challenging activities. For example, children recognise numbers and matching quantities and complete sequencing

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need to do better?

pictures. The childminder uses mathematical language throughout the day to reinforce what children have previously learned. n Children are wonderfully curious. They ask lots of questions and use their extensive language to make enquiries, describe events and narrate their own work and play. However, the childminder does not always make the most of opportunities to extend their ideas, thinking, and curiosity. n The childminder has very clear expectations for how children should behave at

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need to do better?

9 February 2024 the setting. These expectations are used consistently as gentle reminders. As a result, children behave very well. Older children show a kind and caring approach to others, particularly to the younger children. Children are developing respect, patience and tolerance of others. For example, older children understand that they have to wait for younger children to have a nap before they play complex games. They show high levels of concentration as they engage in their work and play. n Children are becoming experts at managing their own needs. At snack time, they peel and cut their own fruit. They manage their personal hygiene needs, such as going to the toilet and washing their hands. The childminder offers high praise to children. This helps children to develop high self-esteem and confidence in their own ability. n Children are physically active. They enjoy the safe and secure garden, where

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need to do better?

they access balls, wheeled toys and sand. In addition, children take regular walks to the park and around the community. Children develop their fine motor skills as they connect puzzle pieces together and move levers to make toy animals pop up from their boxes. n The childminder understands her roles and responsibilities in keeping children safe. She attends appropriate training such as child protection and first aid. The childminder has developed partnerships with parents. This includes the use of daily diaries and home learning packs. Parents comment that they feel happy with the excellent communication and the excellent progress their children make, especially with communication and language.

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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 develop teaching further to provide more opportunity for children to extend their curiosity and wonder, and develop their thinking and problem-solving skills.

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Setting details

Unique reference number EY492627 Local authority Essex Inspection number 10308498 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 10 Date of previous inspection 22 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Witham, Essex. She operates all year round, from 7.30am to 6pm on Monday, Wednesday, Thursday, and Friday, except for family holidays. She provides funded early education for three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

9 February 2024 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

9 February 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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