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 Not applicable

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The provision is good

The childminder has created a warm and welcoming setting, which supports children to feel safe and secure. The childminder has a good understanding of how young children learn and develop. She engages them in the curriculum by offering activities that ignite their interests. For example, the childminder knows that the children enjoy singing songs. Therefore, she uses music and movement activities to encourage them to be active and develop their speech and language. The childminder interacts effectively with children as they play and teaches them to become confident communicators. She focuses well on their prime areas of development, so they have positive confident friendships and good social skills. Children are confident to choose where to play. This demonstrates their growing independence.

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The provision is good

The childminder models caring behaviour and interacts sensitively to help children to understand the rules. For example, she supports children to 'be kind'. She helps the children to consider how their behaviour might make others feel. Children demonstrate good behaviour as they listen and respond well. They have good opportunities to develop their physical skills. For example, children thoroughly enjoy demonstrating their control, such as showing they can balance and jump over, on and off different sized stepping stones outside and take part in yoga sessions indoors.

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need to do better?

n The childminder works well with her co-childminder. Together, they regularly evaluate their setting and professional development. The childminder seeks out training to help her keep up to date with any relevant changes and to help with new ideas to keep children motivated to learn and engage. n Together with her co-childminder, she plans a challenging and exciting curriculum for all children. Older children interact well with younger children and sensitively include them in their play. They demonstrate a strong sense of belonging in the childminder's home. For example, children share news of where the 'holiday bear' has been. Younger children use their imagination. For example, they enjoy pretending to be detectives, looking for clues, using a magnifying glass they have made from construction toys. n Overall, the childminder has a good knowledge and understanding of each child's progress and development. She uses assessments to devise next steps in

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need to do better?

children's learning, based on their interests. However, at times, during group activities, she does not consistently focus precisely enough on the needs of individual children. As a result, the learning opportunities for children are not consistent at all times. n Children make good progress with their communication and language

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need to do better?

7 February 2024 development. The childminder models new words to children as she comments on their play and sings songs with them. Children eagerly recall and pronounce new words, which helps extend their growing vocabulary. n Children demonstrate good behaviours and attitudes towards learning and are eager to take part in activities. They explore the environment carefully and treat the toys and books with respect. Younger children are learning how to include others in their play. n The childminder skilfully introduces mathematics into everyday activities. For example, she organises 'scavenger hunts' for children to enjoy, while also practising counting as they search for items of a particular colour. They acquire a good range of key skills in preparation for their eventual move on to school. n Partnership with parents is good. Parents say their children are happy and safe. They enjoy the regular updates they receive about their child's progress, and

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need to do better?

they welcome ideas to support their child's learning at home. This helps children to have consistent learning between the setting and home. However, the childminder does not always consistently seek from parents a robust range of information about their children's stage of development when they start, in order to inform her planning effectively from the outset. n The childminder encourages children to develop their self-care skills in readiness for school. For example, all children attempt to put on their own coats and shoes. Older children learn to zip up their coats. These meaningful opportunities help children to become increasingly independent. n The childminder helps children to learn about the needs of others, similarities and differences in the world and how they manage their own feelings and behaviour. Children join in with learning about festivals such as Chinese New Year, Diwali, Christmas and Easter.

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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 focus interactions during group play more precisely on children's individual learning needs, so that they make the most of the learning opportunities provided n strengthen partnerships with parents and support them more effectively to share what they know about their child's achievements when children first join the setting.

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Setting details

Unique reference number 2640343 Local authority Essex Inspection number 10305284 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with another registered childminder.

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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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed an observation and talked about how the curriculum has been implemented and the impact that this has on children's learning. n Parents provided the inspector with written feedback. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

7 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

7 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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