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 welcomes children warmly into her home. She develops excellent relationships with children and their families, and provides a home-from-home environment where children show that they feel safe and secure. During story time, children cuddle up on the sofa with the childminder and become absorbed in a story about worms. Children explore the childminder's home with confidence and select resources of their choosing.

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The provision is good

Children show kindness and are developing empathy. When playing with dolls, children change the dolls' clothes with care and give them cuddles. The childminder talks to children about how kind they are. When they return the paints to their container, she praises them for remembering to tidy away. As a result, children are developing positive attitudes about their behaviour. Children respond positively to sensitive and caring interactions with the childminder. They show high levels of joy and happiness as they play together.

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The provision is good

The childminder has designed a curriculum that supports children to develop skills and knowledge for the future. The childminder offers a slow pace to teaching and learning. This helps children to develop a natural curiosity about their world and take the time to explore and develop their knowledge over time.

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need to do better?

n The childminder has a deep knowledge about the children who attend. She takes time to develop strong partnerships with parents, partnerships which support the future experiences children have. The childminder uses her knowledge, such as starting points and family circumstances, to tailor the curriculum and teaching, providing support where it is needed the most. n Children access a set of rich and exciting experiences that deepen and broaden their knowledge of the wider world. They visit local parks and woodland, take trips to the beach and explore museums. Children engage in activities such as strawberry picking and growing and harvesting their own tomatoes and cucumbers. n Children are immersed in a language-rich environment. The childminder selects stories that introduce pattern and rhyme, as well as illustrations that provoke discussion. During a story about a spider, children count the legs on the hand

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need to do better?

puppet spider and laugh with joy as the childminder wiggles them up and down. Children benefit from meaningful commentary as they play. The childminder uses clear language as she repeats words back to children, helping them to develop pronunciation of words. n The childminder engages with children in a range of enjoyable activities. They make snowmen pictures with glue and paint, and explore the play doctor's kit.

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need to do better?

18 December 2024 The childminder role models for children, offering ideas for play. Children follow her cues and develop their own ideas, such as checking the childminder's temperature. n Children enjoy making marks and drawing. They draw snowmen after the craft activity and talk about their features, such as noses and hats. The childminder describes the circle shapes of the snowman's body, and they count his eyes and arms. n Children are developing healthy lifestyles. They have access to fresh air and regular physical activity. The childminder prepares healthy and nutritious meals that also support children's specific dietary requirements. Children enjoy drinking their fresh water and show developing independence as they use open cups. Children wash their hands with confidence and place their used paper towel in the bin. n The childminder supports children to develop a positive sense of identity. Books

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need to do better?

and toys reflect a diverse society, and children take part in a range of celebrations and festivals that reflect the children who attend as well as the wider community. n The childminder communicates well with parents about the progress children make. There is a regular exchange of children's experiences, which supports next steps in learning. Parents feel fully supported by the childminder and appreciate the warm and responsive care children receive. n The childminder is highly reflective about her practice. She uses this along with regular assessment to evaluate the provision and to identify any areas for development. The childminder attends some training. However, since the COVID-19 pandemic, she has found it more difficult to engage in professional development that broadens and deepens her own knowledge.

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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 broaden the scope and variety of professional development to enable deeper reflection and evaluation of teaching and learning for children that leads to consistently high-quality teaching.

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Setting details

Unique reference number EY540948 Local authority Essex Inspection number 10367507 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 9 Date of previous inspection 11 February 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Bicknacre, Essex. She operates from 7.45am to 6pm, Monday to Thursday, all year round, except for bank holidays and family holidays agreed in advance. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for children aged from nine months to four years. The childminder also offers before- and after- school care for older children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. 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

18 December 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

18 December 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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