Childminder EY498324

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

p.1

The provision is good

Children are warmly welcomed by an enthusiastic childminder who is genuinely pleased to see them. Young children demonstrate that they are confident, feel safe and are happy in her care. They are self-assured and move around the child- friendly home with ease. They quickly immerse themselves in activities of their choice within the garden. Outdoor learning is positively promoted. The childminder understands the importance of helping children feel safe and settled in readiness to learn. She invests time getting to know the children and how they prefer to learn before they start. This means she can provide play opportunities that will capture their interests and progress them in their development. The curriculum is based around children's likes and interests but also activities to promote the skills needed to be independent learners and prepare them for the transition to school.

p.2

The provision is good

The childminder and her staff are good role models and have high expectations for the children in their care. They have established trusting, close bonds with children. They are attentive and nurturing to their needs. They listen respectfully to what the children say and are kind, offering lots of praise and recognition for their efforts. As a result, children understand the expectations and demonstrate good manners and behaviour. They make friendships with others attending, and there is a happy atmosphere throughout.

p.2

need to do better?

n The quality of teaching is good as the childminder has a secure knowledge of how children learn. She carefully observes children's progress and delivers a curriculum that is fun and challenging, based on children's interests and what they need to learn next. n Children have a choice of where they play and thoroughly enjoy their time in the garden. Appealing activities outdoors spark children's curiosity, and even very young children show sustained concentration as they scoop and pour water into pots. Children persevere as they learn the skill of manipulating taps and nozzles to pour water. They predict what colour the water will turn when they mix colours. Lots of mathematical conversation takes place around numbers, shape and size as they play. n Parents are positively welcomed and encouraged to contribute to their children's learning. They receive regular updates and information about their child's

p.2

need to do better?

progress and next steps in learning. In addition, ideas are shared about how parents can support their children's learning further at home. For example, children are encouraged to take 'travelling bear' home. Parents take photos and document what adventures he has. Children are excited and talk with confidence and pride when sharing the bear's news with their friends at group time. n Parents speak highly of the childminder and the care provided for their children.

p.2

need to do better?

11 July 2025 They comment on the good progress their children make and how supported they feel. n The childminder is a qualified and experienced early years practitioner. She routinely reflects on her practice. She understands the importance of ongoing training to build on her good knowledge. n The childminder also encourages and supports any assistants she works with in their own continuous professional development as she is aware how this improves outcomes for children attending. n Young children enjoy the sensory activities provided. They have great fun using shaving foam as cement when they build towers with large bricks. They mix cornflour and water and make predictions as to what is needed when the texture is too runny. They dig compost and giggle when they find pretend worms. n The childminder and her staff engage children in meaningful conversation. They understand how children develop their conversation skills and introduce new

p.2

need to do better?

words and signs to challenge their ability to communicate and increase their vocabulary. Children are confident speakers and ask lots of questions. However, on some occasions, when children ask for help, the childminder does not give them enough time to think and respond themselves before offering a solution to the problem.

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 effective questioning techniques and give children time to respond to help children to think critically and solve problems independently.

p.3

Setting details

Unique reference number EY498324 Local authority Essex Inspection number 10398322 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 8 Date of previous inspection 15 October 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Witham, Essex. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides government-funded early education for all eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder explained her intentions for the children's development and how she plans and implements the educational programme. n The inspector spoke to children during the inspection and took account of the views of parents through reading written testimonials. n The inspector looked at a sample of the childminder's documents. This included evidence about suitability and training.

p.4

Inspection activities

11 July 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.

p.4

Inspection activities

11 July 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6