Childminder in Thurrock

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 feel safe and secure in the childminder's care. They interact positively with the childminder and visiting adults. For instance, visitors show children how to fix the string on toy binoculars. Children persevere to complete this task for themselves when they need to do it again and proudly smile when they succeed.

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The provision is good

Children enjoy being outside. They develop their knowledge of colours. They keenly match the different-coloured hoops to the correct coloured cone, saying each colour name in turn. Children show great excitement as they laugh and jump around trying to catch bubbles. They learn about the world around them. For instance, they help the childminder to water the flowers. Children use these experiences to make connections in their learning. For example, they find a flower in the garden later and show this to the childminder.

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The provision is good

Children enjoy the range of healthy food on offer. They make choices about what they want to eat, such as which fruit they want at snack time. They politely ask for more of their favourite fruits when they finish. Children develop skills such as putting on their own coats to play outside. They try hard and concentrate. If they struggle, they turn to the childminder instinctively for support.

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need to do better?

n The childminder reads to children enthusiastically. This helps to keep them engaged. She encourages them to look at the pictures and talk about what they can see. Children recognise animals and name them as they turn the pages in the books. The most able children can identify the letters that each animal name starts with. The childminder checks their knowledge. For instance, she asks children to find the corresponding letter on a poster. Children look carefully and identify the right letter. The childminder extends this further by asking them about things that start with different letters. Children are able to answer her questions correctly. n Children who speak English as an additional language make good progress. The childminder learns basic words in their home languages so that she can meet their needs. She uses relevant language so that they can learn words which relate to the games they play. The childminder talks to them in short sentences,

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need to do better?

using key vocabulary to support them. As a result, children learn to communicate effectively. n The childminder provides children with a range of motivating activities which are based on their interests. Children enjoy exploring the different resources. For example, they look at seashells and handle them carefully. They talk about the 'shiny shells' and look at the inside of the shells with curiosity. n The childminder gathers a range of relevant information from parents before

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need to do better?

25 April 2022 children start. She shares information with them about their children's progress. She keeps up to date with children's health needs, such as when children are awaiting operations. The childminder works in partnership with other professionals. They discuss how to support individual children effectively. n The childminder recognises the importance of completing training. She accesses training online and chooses courses that are relevant to the children in her cares. This helps her to provide inclusive care to all of the children. n Children follow the childminder's instructions well. They help the childminder with tasks such as tidying the toys away when they have finished playing with them. This helps them to learn how to look after the things they play with. n On the whole, children play well together. For instance, the youngest children give older children a paper ice cream that they have made. However, when

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need to do better?

children struggle to share, the childminder does not always manage their behaviour effectively enough. For instance, when children both want to play with the same toy in the play kitchen, she removes the toy instead of talking to them about sharing. As a result, children do not fully understand how to share and take turns in an age-appropriate way.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities in relation to safeguarding children. She reviews her policies regularly and shares these with parents. She completes safeguarding training to ensure that her knowledge is as up to date as possible. The childminder is aware of the signs of abuse and neglect. She recognises wider safeguarding issues, such as the risks of children being exposed to extreme views and behaviours. The childminder is aware of the process to follow should someone make a complaint against her or a member of her household.

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should:

n develop further strategies to support children to learn to share and take turns in an age-appropriate way so that they can develop their social interactions even more rapidly.

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Setting details

Unique reference number EY441970 Local authority Thurrock Inspection number 10106425 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 3 Date of previous inspection 23 March 2015

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Information about this early years setting

The childminder registered in 2012 and lives in Grays, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector had a tour of the areas of the premises used for childminding. n The inspector held discussions with parents and took account of their views. n The inspector observed the childminder interacting with children. She discussed the curriculum that the childminder provides and considered the impact of this on children's learning and development. n The inspector viewed a sample of the childminder's documentation, including qualification certificates, insurance documents and suitability documents.

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Inspection activities

25 April 2022 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

25 April 2022 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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