Baker, Theresa Anne

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 learn how to communicate effectively in the language-rich environment the childminder has created in her home. Younger children babble in excitement when playing and interacting with each other. The childminder demonstrates that she understands the importance of teaching children the speech and language skills that underpin children's learning and development. The childminder confidently explains how she uses this knowledge to support all children to acquire and use language. The childminder is an effective communicator. She narrates children's play effectively, introduces new words and asks them appropriate questions. As a result, children are confident, effective communicators. The childminder has carefully created a curriculum that has a clear intent for what she wants children to learn.

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The provision is good

Children confidently explore the environment. They are inquisitive and demonstrate good levels of concentration to complete tasks. When children struggle to regulate their behaviour, the childminder expertly supports them to behave appropriately. The childminder has high expectations for children's behaviour. The childminder sensitively manages children's behaviour in an age-appropriate, reassuring way that supports even the youngest children to have a clear understanding of expectations. Children are kind and respectful towards one another and are learning to share resources.

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need to do better?

n Children are provided with a variety of experiences to provide them with a rich and broad curriculum. For example, they enjoy regular outings in the local area, including the zoo, farm and local parks. The childminder explains that children learn best when they can fully experience things. For example, when she teaches the children about the names of different animals, she does so at the farm where the children can see a pig in front of them, and they can smell, touch, hear and see the pig, using their senses to create connections between words and the world around them. She carefully plans and selects the outings to ensure that they are appropriate for each child and have a positive impact on children's learning and development. n The childminder has a clear, ambitious curriculum that aims to give all children the best possible start in life. She focuses predominately on children's communication and language development as a foundation for all other areas of

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need to do better?

learning. The childminder has an excellent knowledge of the children in her care and how to best support them to make good progress. She has recently reflected on her practice and implemented a new way of assessing what the children know and can do, and how to support them to reach their next steps. In this new approach, the childminder has used research around the importance of

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need to do better?

20 November 2024 involving parents in their child's learning and is working to embed this. She aims to create a joined-up approach between her setting and the child's home. n The childminder has a good understanding of how to keep children safe, and she manages risks appropriately. The childminder plans outings and activities with children's safety at the centre of everything she does. n Children demonstrate that they are inquisitive and curious learners. They explore the activities they are provided with and demonstrate good levels of engagement. However, at times, the childminder does not give enough consideration in the planning of activities for children to lead their own learning. As a result, some activities are adult-led and over-directed. For example, children forage in the garden to find items to create an autumn picture in an area where their movement is restricted. The children then sit at the table to create their

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need to do better?

pictures, but due to the way they are positioned, they cannot fully reach the activity. This restricts their ability to fully engage and limits the opportunity for them to lead and extend their own learning. n Parents and carers speak highly of the childminder and the service she provides. They would highly recommend her to others and talk about how she communicates effectively with them, meaning they feel involved in their child's learning and development. n Children demonstrate independence with getting their own coats and trying to put them on. They follow instructions well and are able to feed themselves and drink from their cups.

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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 improve the planning of activities for the youngest children so that they have more opportunities to lead their own learning.

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Setting details

Unique reference number EY371370 Local authority Essex Inspection number 10309963 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 4 Number of children on roll 9 Date of previous inspection 22 January 2019

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Information about this early years setting

The childminder registered in 2008. She lives in Great Horkesley, Colchester, Essex. The childminder operates all year round, from 8am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She provides government funded places for children aged nine months to four years.

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Inspection activities

n The inspector and the childminder carried out a discussion about the children's learning, and the childminder talked to the inspector about how she plans her curriculum and what she wants the children to learn. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector considered the views of parents through discussions. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on children's learning.

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Inspection activities

20 November 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

20 November 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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