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 creates an enthusiastic and motivating learning environment. She gets to know children very well through a thorough settling-in process and uses children's interests to build on what they already know and can do. Children are busy and engaged and show that they feel secure in the childminder's home. They freely choose what they would like to do. Children form trusting bonds with the childminder. They affectionately use her pet name and enjoy engaging her in their play. The childminder is attentive to children's needs. She offers comfort, praise, and reassurance when the children require it.

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The provision is good

Children understand their day and what is coming next. They confidently follow the routines in place. Children know to wash and dry their hands before eating and to sit at the table. The childminder has high expectations for children's social development. As a result, children behave well. For example, children remove their boots or shoes as they come indoors. They cooperate to tidy away toys before lunch, which helps to provide them with a sense of responsibility. The childminder supports children's understanding of emotions and feelings. Children learn to take turns and share, and the childminder encourages children to practise these skills and ensures that they have regular opportunities to do so.

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need to do better?

n The experienced and qualified childminder has carefully established a curriculum and knows what she would like children to achieve during their time at her setting. The childminder is ambitious for all children to achieve at the highest level. Her interactions with children are of a high quality and contribute well to delivering the curriculum intent. n The childminder is passionate about her work and is committed to continuously improving her provision. She constantly reflects on the environment and makes changes to ensure that the best learning environment is provided for the children. The childminder also makes use of local authority adviser support services to help evaluate the provision. n Partnerships with parents are a key strength. Written comments show nothing but praise for the childminder, her co-childminder and assistants. Parents appreciate the standard of care provided and say that their children are always

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need to do better?

happy to attend and excited for the learning opportunities on offer. They praise the childminder's dedication and the support she provides. The childminder regularly gathers feedback from parents, and they comment extremely positively on the 'constant communication' they receive. n The childminder regularly assesses children's progress, which helps her to quickly identify any gaps in their development and areas where they need some additional support. All children make good progress, including children from

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need to do better?

23 October 2024 disadvantaged backgrounds and those with special educational needs and/or disabilities. The childminder is committed to working closely with parents and other professionals to ensure that all children thrive and access targeted support to make the best possible progress. n The childminder ensures that children have lots of opportunities to be physically active. Children develop their large-muscle skills as they play outdoors. They throw and kick balls, carefully balance on stepping stones and negotiate the space while using ride-on toys. Children are eager to join in with familiar adult- led games. n Children develop their early mathematical skills from a young age. The childminder, her co-childminder and assistants naturally weave counting and colour recognition into children's play. Stories and singing are a key part of daily practice, which helps to promote children's communication and language skills.

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need to do better?

The childminder talks to children continuously and encourages them to engage in conversations. Children develop a love of books. They look at books independently and handle them carefully. Children have many opportunities to draw and practise writing their names. This helps to prepare them for the next stage in their learning. n The childminder understands the importance of professional development and strives to enhance her own knowledge and skills. She ensures that staff receive appropriate support, training and coaching to help them to improve and develop their practice. Overall, this has a positive impact on the quality of children's learning experiences. However, there are times when the curriculum is not fully promoted to extend children's learning.

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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 support staff to fully understand how to implement the curriculum so that children consistently receive high-quality interactions.

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Setting details

Unique reference number EY539466 Local authority Essex Inspection number 10360063 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 20 Date of previous inspection 10 December 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Colchester. She operates all year round, except for bank holidays and family holidays. Sessions are from 7.30am to 6pm, Monday to Thursday, and from 9am to 3pm on Friday. The childminder holds a relevant qualification at level 5. She works alongside another childminder and assistants.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants children to learn. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder carried out a joint observation of a group activity with the inspector. n The inspector talked to staff at appropriate times during the inspection. n Parents shared their views of the setting through written feedback, and the inspector took account of their views. n The childminder provided the inspector with a sample of key documentation on request, including evidence of staff's suitability.

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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

23 October 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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