Warner, Paivi Fraser

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 experienced and caring childminder ensures children are warmly welcomed into an exciting and inclusive play environment. A well-stocked, dedicated playroom and bathroom enable children to be independent learners. Children are fully supported by the attentive childminder. She delivers a well-planned curriculum that supports children in all areas of learning. The childminder has close links with parents and invests time in getting to know the children and their families before they attend. She has a good understanding of how children learn. Activities are planned around children's interests, building on what they already know and what they need to learn next.

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The provision is good

Children show a keen interest and curiosity to try new things. There is a strong focus on children's emotional and language development. Children demonstrate they feel safe and secure in their environment. They are confident speakers and engage visitors to the home in their conversation as they suggest they share a story together. The childminder is a good role model and is skilful in her interactions. Children play well together and their behaviour is good. They create their own imaginary games. For example, they wear googles and giggle as they pretend to swim in a sea full of fish and sharks. Children concentrate as they role play being doctors and learn how to use bandages. They discuss body parts and explain how the digestive system works.

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need to do better?

n The quality of teaching is good. Children are positively encouraged to make choices for themselves. They confidently self-select quality resources to initiate their own games. The childminder teaches children the skills they need to be independent in preparation for their transition to school. For example, they are encouraged to take care of their personal needs, supported by the childminder. n Children learn how to keep themselves safe through everyday routines. For example, they know to wear hats and sun cream in the sun. They understand the importance of a healthy diet and washing hands before eating. They thoroughly enjoy cutting and peeling fruits in preparation for snack. Children demonstrate they have a good understanding of mathematics as they count pieces of fruit and use mathematical language, such as 'whole', 'half' and 'quarters', as they chop. n Children speech and language skills are good. Children are spoken to with

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need to do better?

respect and kindness. They have formed close, trusting bonds with the childminder, who offers lots of praise for their efforts. Children understand her high expectations as they listen intently and follow instructions, for example, when they are gently reminded to tidy up. n Children thoroughly enjoy singing and dancing and participate in calming yoga

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need to do better?

29 July 2024 sessions. They are very familiar with the routines. When they feel tired after lunch, they select cosy blankets and cushions, make themselves comfortable and enjoy stories with the childminder. n The childminder has established effective partnerships with parents, who speak positively about the 'thoughtful and supportive' childminder. Parents comment how confident, settled and happy their children are. They say that their children have gained many skills and have made good progress since attending. Parents appreciate the flow of information and the support provided, and the daily communication and photos documenting their child's day. n The enthusiastic childminder provides children with quality care. She is committed to improving the service she provides and her knowledge, through research and training opportunities, as she understands the positive impact this has on outcomes for children. The childminder is professional and organised and

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need to do better?

welcomes any support available. n Children are confident speakers and make themselves and their requests known to the childminder. The childminder has a clear comprehension of how children develop their conversation skills and introduces new words to challenge their ability to communicate and increase their vocabulary. However, on some occasions, she does not allow children enough time to respond or encourage them to think critically and problem-solve before giving them a solution. n The childminder has a sound knowledge of how children learn. She ensures the curriculum supports these characteristics and offers a variety of learning opportunities that cover all areas of learning. Children enjoy stories and access a good selection of quality books. They understand that text has meaning. Children do have some opportunities to access writing materials. These are usually provided through planned activities. Therefore, opportunities for children

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need to do better?

to practise their writing skills and make marks during their play are not spontaneous and frequent enough.

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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 use effective questioning techniques to extend children's language and to help them to think critically and solve problems independently n provide more accessible resources to motivate children to practise making marks as part of their early writing development.

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Setting details

Unique reference number 2756131 Local authority Essex Inspection number 10349431 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Colchester, Essex. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 setting. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector observed the quality of teaching during activities indoors 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 programmes. n The inspector spoke to children during the inspection and took account of the views of parents by reading written testimonials.

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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 July 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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