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

Children run and knock at the door, eager to enter the childminder's warm and homely environment. They feel safe and reassured having built trusting bonds with her. The childminder uses her knowledge of children's interests to plan meaningful learning experiences. Children confidently name animals, such as 'tiger' and 'sheep', following trips to the zoo and farm. They explore the changing seasons on walks in the local park. They talk about dinosaurs and recall trips to the museum.

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The provision is good

The childminder constantly promotes children's language skills. She is an excellent role model. In a guessing game, children use words to describe items, saying they are 'square' or 'smooth'. They count the legs on animals, explaining the sheep has 'four legs', and try to find a pair by using matching techniques. Babies show curiosity and use body language, such as pointing or waving, to communicate with others.

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The provision is good

The childminder guides and supports children to understand and manage their feelings and behaviour. As a result, children learn to understand their emotions and seek comfort when needed. Children play games together, wait their turn and show respect for others. They develop close bonds and friendships with other children and play cooperatively. Children express their emotions and respond to instructions well.

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need to do better?

n Teaching is good. The childminder uses her knowledge of children's interests to plan meaningful experiences. For example, she takes children who are interested in fish to the aquarium. Children talk about seeing 'puffer fish' and 'clown fish' on their visit. Their learning is extended when the childminder takes them to make fish at craft classes at a local centre. Children's interest in animals is continued as they carefully feed lettuce to the childminder's tortoise. n The childminder plans activities and experiences that support children's learning and development. Children play independently and also engage in adult-led activities. However, the childminder has not fully considered widening the variety of age-appropriate resources, especially for the younger children, to extend their learning further. n Babies and children develop their independence by accessing resources and moving around the environment with confidence. They seek out their favourite

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need to do better?

toys and transport them to mats or tables to play with. Routines help children to know what will happen next. They help prepare for lunch by taking their lunch boxes to the table. Children discuss their food choices, enjoying the art of conversation. The childminder supervises the children at mealtimes to keep them safe.

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need to do better?

6 February 2025 n Children learn about festivals such as Chinese New Year and enjoy tasting new foods such as noodles. The childminder uses effective techniques to teach children about respect and kindness. Children show concern for others, and older children show patience and kindness to younger babies. n The childminder manages transitions well. Children have visits to ensure they feel safe and secure before staying in her care. The childminder works with the local school and playgroup to share information about the children. Children are fully supported and prepared ready for any changes in the learning environments. n Children have incredible language skills. They use words to offer solutions to problems, saying, 'We can get another', when they do not have enough bananas. They remember past experiences by saying, 'You are having your vaccination now', when recalling a trip to the vet. Babies use body language to

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need to do better?

communicate by pointing and waving to join in games with others. n Parents speak very highly of the childminder, saying she offers a home-from- home experience for children. They feel fully informed and involved in their children's experiences and progress. Parents feel reassured, especially when they are nervous about leaving their children for the first time. They appreciate any advice the childminder offers and how she supports them with teaching their children at home. n The childminder networks with other local childminders to share experiences and new initiatives. Children get the opportunity to mix with other children and gain valuable social skills. The childminder attends training, including paediatric first aid and safeguarding. Additionally, she seeks out further training that enhances her professional development and teaching skills.

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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 widen the range of planned activities to build on what children already know to extend their learning further across all areas of the curriculum.

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Setting details

Unique reference number EY540309 Local authority Essex Inspection number 10367992 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 5 Number of children on roll 7 Date of previous inspection 5 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Chelmsford, Essex. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides government funded early years education for all eligible children.

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Inspection activities

n The childminder discussed the intent and organisation of her curriculum with the inspector. n The inspector carried out an observation of an activity with the childminder. n The childminder showed the inspector her premises and how they are safe and secure for the children. n The inspector spent time observing the quality of education and teaching. n The inspector read feedback from parents and took account of their views. n The childminder shared documentation, including evidence of suitability and training certificates, with the inspector.

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Inspection activities

6 February 2025 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

6 February 2025 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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