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 provides children with a welcoming, home-from-home, and child- friendly environment in which to learn. She organises the environment to ensure children have ample room to move around and play. The childminder plans a curriculum that offers a broad range of experiences and learning opportunities, both indoors and outdoors. There is a strong focus on children's personal and emotional needs. Regular planned visits to the library, toddler groups and parks further support opportunities for children's emotional and social development. They have fun as they make friendships and develop confidence in new situations. The teaching is good and all children make good progress.

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The provision is good

The education programme is based on the skills children need to be independent learners and in preparation for the transition to school and successful future learning. The childminder observes the children and is knowledgeable about what they need to learn next. Children have established trusting, close bonds with the childminder and her assistants. They demonstrate they feel safe and secure as they confidently explore the activities provided. The childminder and her assistants are calm and reassuring. They are good role models and even the youngest children understand the childminder's expectations. Children's behaviour is good.

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need to do better?

n Children make good progress in their language development. They listen intently to instructions from the childminder. The childminder provides children with running commentaries during their play and engages children in conversations. Children are confident speakers and ask questions. They demonstrate they feel safe and secure as they talk to visitors to the setting. They recall information as they talk about their holidays with grandparents. n Children's creativity is supported. They have great fun singing to familiar songs. They use a song bag of props and instruments. Simple mathematics is encouraged through the familiar rhyming and number songs. They jump around and dance to the music. Young children show an interest in books and are keen to join spontaneous stories read by the childminder. They sit comfortably and enjoy cuddles at this time. They make marks using chunky chalks on a large chalk board. They have fun using paints, making caterpillar models and mixing

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need to do better?

paints to discover new colours this creates. n The childminder is attentive and speaks with kindness and respect to the children. Children receive lots of praise and reassurance for their efforts. Children are kind to one another, for example they help find their friend's shoes when preparing for garden play. Their behaviour is very good. n The childminder has established positive and welcoming working relationships with parents. Parents comment on how grateful they are for the care and

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need to do better?

30 May 2024 education their children receive. They say their children are happy and eager to attend. The childminder tailors the settling-in sessions to suit each child's needs and parents comment on how friendly and approachable the childminder and her assistants are. n The childminder is aware of the importance of continuous professional development. She is committed to further improving her knowledge through training opportunities and research. The childminder supports her assistants in their own professional development. The childminder and her assistants work well as a team and she routinely monitors practice. n The childminder follows children's individual routines and is intuitive when children become tired. Younger children are soothed, and offered cuddles as they have their milk. Children's personal needs are met, for example, when they need to visit the bathroom or nappies need changing. However, during transition

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need to do better?

times, such as nappy changing, mealtimes and preparing for outdoor play, children are not actively engaged in activities or learning opportunities during these times. n Overall, the quality of teaching is good. The curriculum is planned around all areas of learning and based on children's interests and next steps. However, the curriculum is not consistently challenging and, sometimes, the childminder and her assistants do not help the most-able children to build on what they already know and extend their knowledge to an even higher 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.

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should:

n review daily routines to ensure that children's needs are fully considered during these times and that attention is focused on the children's learning n plan more opportunities within the curriculum to challenge children's thinking to consistently build on what they already know and can do.

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Setting details

Unique reference number EY500923 Local authority Essex Inspection number 10344266 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 12 Number of children on roll 21 Date of previous inspection 8 August 2018

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Information about this early years setting

The childminder registered in 2016 and lives in South Woodham Ferrers. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She regularly works with assistants.

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Inspection activities

n This was the first routine inspection the childminder has 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 setting. n The childminder showed the inspector the premises and discussed how they ensure they are 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 her educational programme. n The inspector spoke to children and assistants during the inspection and took account of the views of parents by reading written testimonials. n The childminder provided the inspector with a sample of documentation on request.

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Inspection activities

30 May 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

30 May 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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