Barone, Mrs Holly Ann

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 are excited and eager to attend, where the childminder welcomes them to her home-from-home setting. Children settle quickly, develop good relationships and parents comment on how keen they are to attend each day. The childminder plans fun and exciting learning opportunities for children that support them to develop a love of learning. Children demonstrate a positive attitude towards their learning, listening to the childminder and excitedly joining in with a range of activities.

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The provision is good

Overall, children's behaviour is good. They demonstrate their confidence as they interact with their peers and adults alike. The childminder praises kind behaviours, such as sharing, and this encourages and teaches children to make the right choices. When children want to join an activity, their peers kindly share resources, such as paint brushes, and allow them to join them.

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The provision is good

Children make good progress in their learning. The childminder monitors children's learning and plans clear next steps for them to work towards. In particular, children demonstrate good communication skills, where they communicate their needs well and can hold two-way conversations. Additionally, children demonstrate their independence. They make choices throughout their play and learning, wash their own hands and serve their own snack.

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need to do better?

n The childminder provides a range of activities for children to strengthen their fine and gross motor skills. Children enjoy painting the walls in the garden, throwing and kicking balls, writing the letters of their name and negotiating the space around them as they run and explore. This supports children's physical development very well. n Children enjoy listening to the childminder read. They choose stories to look at independently as well as listening in small groups. The childminder talks about the pictures they can see to spark children's interests and support their concentration and attention skills. Additionally, when the story ends, the childminder reflects on the story to support children's understanding and comprehension skills. n The childminder provides a range of outings for children in the local community. Children benefit from visits to the local library, playgroups and parks. They meet

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need to do better?

new people, practise important social interactions and develop a love of learning through fun and exciting visits to the library. n The childminder has a clear behaviour management plan that provides children with care and support to develop their social interactions. However, the childminder does not always teach children about their feelings and emotions so

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need to do better?

12 May 2025 that they begin to develop an understanding of the consequences of their behaviour and the effects it can have on others. n Children are taught how to keep themselves safe. For example, when children get down from the table when eating, the childminder quickly explains the dangers to them, helping them to understand how to look after themselves and avoid accidents and injuries. n The childminder teaches children basic mathematical skills by weaving in questions to children's play. For instance, when building, the childminder talks to children about the shapes of the blocks and encourages them to count the bricks in their tower. She models mathematical language and counting to extend children's knowledge and skills. n The childminder promotes children's speech and language through conversations and reading. However, the childminder does not always use a range of effective questioning techniques that support children's thinking skills and language

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need to do better?

development. n The childminder shares information with parents to keep them up to date with children's progress throughout their time at the setting. Additionally, children's next steps are also shared with parents and this supports consistency in their learning. Parents comment on the effective communication in place and the good progress children make when attending the setting. n The childminder has attended relevant training to extend and strengthen her teaching skills. She is currently attending a course regarding children's speech and language skills to enable her to provide a higher standard of support for children with a speech and language delay.

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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 extend opportunities for children to learn about their emotions, supporting them to understand how they are feeling and recognise the impact of their actions n develop questioning techniques during interactions with children to support and extend their communication and language skills even further.

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Setting details

Unique reference number EY463051 Local authority Essex Inspection number 10388498 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 4 Date of previous inspection 15 July 2019

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Information about this early years setting

The childminder registered in 2013. She operates from Monday to Friday, from 7am to 5pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3 and provides government funded early education for all eligible children.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. 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 inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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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

12 May 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

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