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 Outstanding

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The provision is good

The childminder creates a warm and secure setting that children enjoy attending. Children quickly build close bonds with the approachable and supportive childminder. They know they can approach her for guidance and reassurance when needed. The childminder creates an all-inclusive, multilingual setting that celebrates all cultures and ways of life.

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The provision is good

The childminder has established a stimulating learning environment for children. Children confidently access toys and activities of interest. They fast become independent explorers. Children take on physical challenges on push bikes. They develop imagination when creating 'meals' in the play kitchen. Children thrive on the challenge of hooking toy fish with fishing lines.

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The provision is good

Children behave well. The childminder acts as a strong role model for showing warmth and acceptance towards others. She encourages children to share, take turns and tidy up by demonstrating this herself. The childminder has some routines for children throughout the day. However, during transitions between activities, children are not always clear about what is happening next or what they are expected to do. The childminder does not use consistent language to reinforce expectations for behaviour. This can result in some unclear boundaries for children and disruption to their play or snack and mealtimes.

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need to do better?

n The childminder establishes strong parent partnerships. She feels passionately about supporting families. Parents highly praise the childminder for her flexibility and individualised support. They appreciate the regular updates about what children have been enjoying each day. Parents remark that children make clear progress in all areas. They also enthuse about the childminder's kindness and patience with their children. n The childminder closely supports children to develop their understanding of healthy lifestyles. She recognises the importance of healthy eating and supports families with this. The childminder takes children outdoors and sets physical challenges, such as climbing at the park. She prioritises children's self-care and hygiene. Children enjoy singing a song together as they wash their hands. They become self-aware and independent from a young age. n The childminder strongly supports children with special educational needs and/or

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need to do better?

disabilities. She works closely with families, other settings and outside agencies to support children. Parents praise the childminder for how well she gets to know their children. They appreciate how effectively she shares her knowledge with others to support processes of diagnosis and support for children. As a result, all children make pleasing progress in all areas of learning.

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need to do better?

21 November 2024 n The childminder provides good opportunities for children to visit their local community. She takes them to local parks to learn about habitats. The childminder takes children to toddler groups, to develop social experiences, and the library. The childminder has close links with other childminders. They meet regularly to share good practice and provide children with new learning experiences. n The childminder teaches to a good standard. She has strong knowledge of how children learn and develop through play experiences. However, the childminder does not challenge children to think deeper and find solutions during purposeful play to promote this aspect of learning to the highest level. n The childminder has a clear focus on supporting children who are bilingual, multilingual or who speak English as an additional language. The childminder is accepting and supportive of all backgrounds. She learns phrases in children's

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need to do better?

home languages to support them. The childminder builds children's confidence in speaking English with clear modelling and encouragement. Children not only become confident communicators in English but in other languages too. n The childminder works closely with other settings that children attend. She regularly shares information and assessment reports effectively. This supports continuity of care and results in high-quality support for children. She also supports children moving on to local schools by sharing their developmental progress with teachers. Children therefore leave her setting and have smooth transitions to school. n The childminder completes all mandatory training. However, she has not specifically targeted her professional development in relation to raising the quality of teaching and learning.

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 use consistent language to reinforce expectations for behaviour so that boundaries are clear for children and disruption to play is minimalised n target plans for professional development to help raising the quality of teaching and learning to an even higher standard n plan more opportunities to challenge children to think deeper and find solutions during purposeful play.

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Setting details

Unique reference number EY501121 Local authority Essex Inspection number 10364276 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 18 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Loughton, Essex. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded places for eligible families.

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Inspection activities

n The childminder joined the inspector on a learning walk of the setting to discuss the curriculum and what they want children to learn. n The inspector observed the quality of education indoors and assessed the impact this has on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 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

21 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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