Yelland, Catherine Alison

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

Children are happy and settled in this homely setting. They develop close relationships with the childminder and her assistants who are caring and affectionate. The childminder places a high priority on ensuring each child feels valued. Children proudly talk about their work displayed on the walls. The childminder and her assistants consistently praise children as they engage with activities, helping to boost children's confidence and promote their self-esteem. The childminder and her assistants support children to understand the behaviour expectations. Children play well together and readily follow adult instructions. The childminder uses visual timetables during transitional times to help children understand the plans for the day and feel secure.

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The provision is good

The childminder provides children with activities that support their interests. For example, toddlers enjoy pushing toy trucks along the floor and carefully parking them in a toy garage. Older children concentrate to pick up small objects with tweezers and place them into narrow containers. Children thoroughly enjoy songs and rhymes and join in with great enthusiasm. The childminder plans frequent outings to help children to become familiar with their local community and to promote their sense of belonging. For example, they regularly visit the local forest, library and museum. Children attend toddler groups at the nearby church and sometimes join in at the local playschool. These opportunities help to develop children's confidence and social skills.

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need to do better?

n The experienced childminder is committed to providing each child with the best possible care and education. She has an excellent understanding of child development and plans activities that build on children's knowledge and skills. She holds regular meetings with her assistants to talk about each child's development and individual needs. Any gaps in development are swiftly identified and targeted support is put in place. As a result, children make good progress. n The childminder provides opportunities for children to experiment and think critically. For example, children talk about the patterns and colours they want to use to create dinosaur pictures. The childminder encourages them to test out a variety of tools to create the pattern effects they want to make, such as stripes and spots. Children think for themselves and persevere, delighting when they are successful. As a result, children become independent and active learners.

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need to do better?

n Children benefit from singing, stories and continuous conversations with the childminder and her assistants. The adults use clear, simple language, give children plenty of time to speak, and sensitively repeat any mispronounced words back to children, so they hear the correct pronunciation. They introduce

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need to do better?

29 February 2024 new words at any opportunity, such as 'juicy' and 'peel' as children eat snack. This helps children to learn new vocabulary and become confident in their communication skills. n Children experience daily activities to learn about numbers, shapes and sizes. Older children confidently name shapes and count objects. The childminder and her assistants use opportunities to build on children's mathematical knowledge as they play. For example, they use language such as taller and shorter to talk about the size of children's brick towers. As a result, children develop a good foundation of early mathematical concepts. n The childminder ensures that children develop the knowledge and skills they need to be ready to start school. She talks to older children about the expectations and supports them to become independent in skills such as putting on their own coat and shoes. The childminder has built strong relationships with

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need to do better?

staff at the nearby school and shares information with them to provide continuity in children's care and learning. n Parents praise the broad range of interesting activities the childminder plans for their children. They say children are keen to spend time with the childminder. Parents advise communication is good and they have regular feedback about their children's care and development. Parents say the childminder is extremely supportive and she 'makes it feel like being in a big family'. n The childminder undertakes a variety of professional development opportunities to enhance her knowledge. She shares training information with her assistants to enable them to implement new ideas into practice. However, she does not always provide the most effective coaching and support to help them to raise the quality of teaching to the highest level.

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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.

p.3

should:

n build on the already good practice, providing effective coaching and support to help assistants raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY401174 Local authority Essex Inspection number 10316827 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 18 Number of children on roll 16 Date of previous inspection 14 May 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Little Hallingbury. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with four part-time assistants who all hold appropriate early years qualifications at level 2 or above. The childminder and one assistant hold qualified teacher status. The childminder provides funded early education for children aged two, three and four years.

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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 inspector and the childminder looked at the areas of her home that she uses with children. The childminder and the inspector discussed how the childminder organises their provision, including the aims and rationale for their early years 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 childminder and inspector carried out a joint observation and evaluated it together. n Parents shared their views on the setting with the inspector. 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

29 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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