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 provides a warm and welcoming environment for children. Children confidently welcome visitors and demonstrate that they feel safe and secure. The childminder supports children to build secure relationships with each other. As a result, older children interact well with younger children and sensitively include them in their play. Children develop close and secure attachments with the childminder. The childminder plans a full and varied curriculum, taking account of children's interests. For example, she encourages them to share news after taking the 'holiday bear' home. Opportunities like this help to support children's speech and language development.

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The provision is good

The childminder is a good role model and demonstrates sharing, turn-taking and being kind. As a result, children's behaviour is good. Children show good levels of independence. They know their routines and help to tidy up resources when requested. Children learn about personal hygiene. For example, they regularly wash their hands, enjoy healthy meals and readily engage in discussions about the importance of eating nutritious food. Children are encouraged to put on their own coats and shoes. This independence helps in preparation for their eventual move to school. Children learn to wash their hands after using the toilet and before eating. This supports them to gain a good understanding of keeping themselves healthy and safe.

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need to do better?

n The childminder works well with her co-childminder. They regularly feed back observations of each other's practice to ensure that they are meeting the needs of children. The childminder regularly reflects on her practice and reviews her professional development to ensure that her knowledge is updated. 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 children's learning, based on their interests. However, at times during group activities, she does not focus precisely enough on the needs of individual children. As a result, learning opportunities for children are not consistent at all times. n The childminder encourages children to develop their communication and language skills. For example, she supports children in developing new vocabulary by modelling new language as they play. Children enjoy singing

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need to do better?

nursery rhymes and songs. They share stories and read books daily. n Children are encouraged to count and identify numbers. They compare shapes to their surroundings, including large and small objects in their play. This helps them to develop a good understanding of early mathematics. n Children's early reading and writing skills are well developed. Children have a

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need to do better?

7 February 2024 love of stories and eagerly make marks to represent writing. For example, they colour in and draw their own pictures of dragons as the childminder talks to them about Chinese New Year. n The childminder engages and talks to the children. She listens to them as they describe what they have drawn. She praises what they have done, for example taking note of the detail children have applied to drawing a dragon. This helps children to feel proud of their achievements. n The childminder supports children to develop their physical skills in a range of ways. Children play in the garden. For example, younger children use ride-on toys to help promote their spatial awareness, and older children have fun balancing on the stepping stones. In addition, all children enjoy taking part in yoga. n Parents comment positively on how much their children enjoy spending time with the childminder and the good progress their children make. Parents talk

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need to do better?

about the information the childminder provides them with to help them to support their children's learning at home. However, the childminder does not consistently seek a robust range of information from parents about their child's stage of development when they start, to help inform her planning effectively from the outset. n The childminder promotes children's understanding of the wider world and diversity well. For example, she plans a range of activities linked to cultural festivals and celebrations. This helps to develop children's social skills and awareness of their similarities and differences.

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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 strengthen learning experiences to challenge children at all times and to continuously enhance their learning n build on current systems of settling in new children to gather detailed information from parents to assess children's stage of development, to promote their good progress from the start.

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Setting details

Unique reference number 2640345 Local authority Essex Inspection number 10305285 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 holds an appropriate qualification at level 3. 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 of an activity and how the curriculum had been implemented and the impact that this had 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

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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