Boyle, Katrina Anne Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

The childminder provides children with a welcoming, comfortable, home-from- home environment. She works closely with her co-childminder and invests time in getting to know the children and their families. The childminder uses assessment well. She successfully plans activities to spark children's curiosity, and a varied curriculum around children's interests and what they need to learn next. Children excitedly arrive and leave their parents with ease. They demonstrate they feel safe and secure in her care. They are keen and eager to investigate activities provided. Their friends happily greet each other and play well together.

p.2

The provision is good

The attentive childminder is calm and reassuring. Children thrive on the routines in place. For example, they happily tidy toys in preparation for snack. The childminder has high expectations. Children make good progress in their learning and behaviour is good. Children demonstrate skills they need to be independent learners, as these are positively encouraged. For example, they are gently encouraged to get ready for outdoor play. They show perseverance as they put their shoes on and receive lots of encouragement and praise. Children know to wash hands after playing in the garden and before eating. They learn how to stay safe and healthy through everyday routines. Children help prepare their snack and they skilfully use knives to cut fruits safely, fully supported by the childminder.

p.2

need to do better?

n The quality of teaching is good. The childminder has a secure knowledge and understanding of how children learn and how to promote a challenging curriculum. All children receive a wide variety of exciting learning opportunities. They make good progress and are fully supported in what they need to learn next including the skills they need to be independent learners, and for successful future learning. n The childminder has established positive and welcoming working relationships with parents. Parents comment on how happy their children are to attend. They say the childminder provides a 'positive, loving, and nurturing' environment. They comment that the childminder is very supportive, provides children with a variety of excellent activities and 'goes the extra mile' to meet their needs. Parents say they feel reassured leaving their children in the childminder's care. n The childminder is very aware of the importance of continuous professional

p.2

need to do better?

development. She is committed to further improving her knowledge through training opportunities. The childminder evaluates the service she provides to improve outcomes for children. The childminder positively supports her assistant in their own professional development and regularly monitors practice. The childminder, her co-childminder and assistant work well as a team. n Children's communication skills are supported well. Children are confident

p.2

need to do better?

15 February 2024 speakers. They ask questions and the childminder models language well. She positively engages children in conversation, providing running commentaries while they play. The childminder is aware of the importance of allowing time for children to process information and respond. n Children are spoken to with genuine respect and care by the attentive childminder and her assistants. They are good role models. Children have formed friendships and play well together. They understand the childminder's high expectations and demonstrate good manners. They have established trusting bonds with the childminder. Children are offered help, cuddles, and reassurance if they feel sad. n Children's creativity is supported. They have great fun singing along to familiar nursery rhymes. A wide variety of dressing up props are available to enhance children's role play. Craft materials are easily accessible for children to explore

p.2

need to do better?

and make marks. Artwork is displayed within the home to create a sense of belonging. However, there are few opportunities for children to express high levels of creativity and imagination through the use of resources that have no fixed purpose.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n extend opportunities for children to develop higher levels of imagination, exploration and creativity.

p.3

Setting details

Unique reference number EY347622 Local authority Essex Inspection number 10316852 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 12 Number of children on roll 24 Date of previous inspection 22 May 2018

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Loughton, Essex. The childminder operates all year round, from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with another registered childminder and an assistant. She has qualified teacher status. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the setting has 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 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 outdoors 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 the educational programme. n The inspector spoke to children during the inspection and took account of the views of parents by reading written testimonials.

p.5

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.

p.5

Inspection activities

15 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6