Childminder EY559857

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 happy and settled at this rural setting, which is situated on a working farm. The childminder makes the most of this environment and integrates this into children's experiences as much as possible. Children enjoy regular walks around the farm. Before leaving, the childminder reminds them about safety rules, such as looking and listening for tractors. Children excitedly watch a tractor ploughing a field, learning about how crops are grown and harvested. Children are encouraged to collect leaves and sticks on their walk, discussing their colours and textures. These experiences provide rich opportunities to extend children's knowledge of the natural world.

p.2

The provision is good

The childminder forms strong bonds with children, which help them to feel safe and secure. Interactions are warm and purposeful. For example, as children play with magnetic shapes, the childminder joins in their play, encouraging them to identify shapes and colours. These meaningful conversations help extend children's communication and mathematical understanding. The childminder engages children in thoughtful conversations, such as discussing what they did at the weekend. Children confidently talk about family members, trips to the fair and journeys they have taken on the bus. These discussions give children a strong sense of belonging and further builds their confidence in speaking and listening.

p.2

need to do better?

n The childminder shows a good knowledge of the children in her care. She uses her observations well to plan next steps for children, which are embedded into daily play and routines. The childminder carefully considers the curriculum to meet the needs of all children. For example, loose parts and role play areas provide rich opportunities for imaginative play, while younger babies benefit from a well-resourced playpen with age-appropriate puzzles, sensory toys and soft- play equipment. n The childminder manages children's behaviour well. She swiftly notices when children struggle to share and gently reminds them of expectations. The childminder encourages children to apologise and supports them to play cooperatively with their peers. Polite manners are embedded through all interactions. Children consistently say 'please' and 'thank you' and ask politely to leave the table after mealtimes. This helps children to build respectful

p.2

need to do better?

relationships with others. n The childminder, overall, establishes good routines. Older children show they are familiar with transitions throughout the day, such as preparing for walks outside and attending to self-care tasks ready for mealtimes. However, during lunchtimes, some younger children become unsettled while waiting for their food. Older children are seated first, which means babies become distressed as

p.2

need to do better?

8 September 2025 they wait. Once seated, however, babies feed themselves with encouragement from staff, who praise their perseverance when learning to use a spoon. n The childminder makes good use of the community to enrich children's experiences. Children attend a dementia café, where they build confidence by interacting with a range of people and share artwork they have prepared. They participate in local events, such as charity bake sales, which extend their understanding of the world and sense of belonging. n Partnerships with parents are strong. Parents receive daily handovers and frequent updates about their child. The childminder shares next steps verbally and parents actively contribute by sharing milestones and home experiences. Seasonal events, such as summer parties, further strengthen the partnership. The childminder provides parents with ideas and resources, such as books, to support learning at home.

p.2

need to do better?

n The childminder recognises the importance of partnership working with other providers. She shares information effectively when children move on to new settings. However, the childminder does not form links with other providers when children attend more than one setting to ensure a consistent approach to children's learning. n The childminder shows commitment to enhancing her professional development. She keeps her knowledge up to date through attending early years conferences and gains support from the wider childminding community, which helps keep her practice continually improving. The childminder supports her staff team effectively. She provides regular supervision for her assistants, discussing any issues and reflecting on practice together. Staff are kept up to date with mandatory training, and the childminder explores additional ways to develop their skills and knowledge, including articles and online resources.

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 provide effective routines at mealtimes, particularly for younger children, to support their emotional well-being n strengthen partnerships with other settings that children attend to provide a more consistent approach to their learning.

p.3

Setting details

Unique reference number EY559857 Local authority Essex Inspection number 10418165 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 9 Number of children on roll 30 Date of previous inspection 12 June 2023

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Little Walden, Essex. She operates from Monday to Thursday, from 8am to 6pm, all year round, apart from personal holidays. She works with one other childminder and two assistants. The childminder holds an appropriate qualification at level 3 and provides funded early education for eligible children.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The inspector carried out a joint observation of a singing activity that the childminder carried out with the children. n The children communicated with the inspector during the inspection. n The inspector looked at relevant documentation, such as evidence of the suitability of the childminder and a selection of other records. n The inspector spoke to parents to take account of their views.

p.4

Inspection activities

8 September 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

8 September 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