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

p.1

The provision is good

The childminder understands how to provide an environment that helps children to feel safe and secure. Children build strong bonds with the childminder and this helps them to settle into her setting quickly. The childminder helps children to understand their emotions. She provides a calm and nurturing atmosphere. She organises her setting so that children have somewhere they can sit and contemplate on their own or just relax and look at books.

p.2

The provision is good

The childminder understands how young children learn. She designs her curriculum to build on what children already know and can do. Children make good progress. The childminder places a strong focus on developing children's speech and language. She supports children who speak English as an additional language well. The childminder works with parents to bring children's home languages into her setting. She speaks clearly to children. She asks them questions and gives them instructions to extend their vocabulary.

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The provision is good

Children's behaviour is good. The childminder is very patient and teaches children to respect each other, to share and take turns. Children enjoy going out every day to explore the natural world around them. They gather natural resources, such as sticks and bark, to use in their activities. They enjoy outings to the park where they can practise their physical skills on climbing frames and slides.

p.2

need to do better?

n Children choose from a range of good-quality resources, books and toys. The childminder provides a good balance between planned and structured activities and free play where children can explore their environment. She extends children's learning as she makes suggestions and provides additional resources to build on their ideas. n The childminder teaches children to develop their independence. She encourages children to do things on their own under close supervision. Children learn to manage their personal care well, such as using the toilet and washing their hands. They learn to make healthy eating choices as the childminder provides fruit for their snacks and nutritious home-made meals. n The childminder carefully observes the children in her care and discusses the next steps in their development with their parents. She quickly identifies if there are any gaps in children's learning. She works closely with parents and other

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need to do better?

professionals to support children, and they make rapid progress. Parents say that their children are making 'amazing' progress in their speech and language development. n Parents are very happy with the care and learning their children receive. They say that their children enjoy attending so much that they want to see the

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need to do better?

24 June 2024 childminder every day. The childminder works in partnership with other settings the children attend. She teaches children how to hold a pencil correctly and how to say, and sing, the letters in their name. This prepares children well for early writing. n The childminder offers children choices, and they choose from a good range of books available. However, the childminder does not ensure the books that children can choose from are always suitable for their age and stage of development. This means that when children choose these, they lose interest and concentration rapidly. n Children have a good knowledge of mathematical concepts. They can identify colours and shapes. The childminder uses lots of mathematical language to enhance their development. For example, as children roll out dough she introduces words such as 'hard', 'soft', 'longer' and 'circle'. Children use numbers for counting. They talk about the shapes of building blocks and enjoy the

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need to do better?

competition when they see who can build a tower the fastest. n Children enjoy learning to express themselves creatively. They develop their fine motor skills as they squeeze and roll dough. Children enjoy pushing small pieces of dough onto figures drawn on paper. They make their own creations and admire their work. However, the childminder sometimes guides children too much about how to complete their picture. This does not encourage children's imagination and self-expression. n The childminder is highly ambitious. She undertakes lots of training and has engaged in a personal development programme to improve her practice. She manages her setting well and keeps meticulous records. The childminder evaluates her practice and takes account of the views of parents when making improvements to her setting.

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 continue to build on children's concentration skills to ensure they are fully prepared for school n extend the good practice to further encourage children's self-expression and help them to take pride in their creative achievements.

p.3

Setting details

Unique reference number EY500202 Local authority Essex Inspection number 10344382 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 4 Date of previous inspection 19 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Harlow, Essex. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

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 her evaluation of the setting. n The childminder discussed her intentions for children's learning and how she implements her early years curriculum. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n Children spoke to the inspector during the inspection. n The inspector spoke to parents and read their testimonials, taking account of their views. n The inspector viewed relevant documentation, including the childminder's paediatric first-aid certificate, qualifications and training records and suitability documentation.

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Inspection activities

24 June 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

24 June 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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