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 settle quickly into the childminder's care. They form strong relationships with the childminder. For instance, younger children turn to her for hugs and reassurance when they become tired. Children become independent in meeting their own needs. Younger children learn the importance of hygiene and washing their hands before they eat snack. The oldest children help with tasks. For instance, they hand out water bottles at snack time. They respond positively to the childminder's praise as they complete these tasks.

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The provision is good

Children join bricks together to make models. The oldest children speak confidently about the models they make, developing their imagination as they play. They talk about their own experiences and their friends. For example, they discuss how the models they make represent the different buildings that their friends live in.

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The provision is good

Children enjoy opportunities to develop their hand-to-eye coordination. They tip and pour sand between containers. They concentrate fully on what they are doing. They provide themselves with challenges. For instance, they choose small containers to try to fill. The youngest children focus intently as they use the spade to tip the sand in and pat it down, remaining engaged for long periods of time.

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need to do better?

n The childminder plans activities to build on children's existing knowledge. For instance, she introduces colour names to the children when they are ready. They begin to take this information on board. The childminder checks their understanding, asking them to pass her the correct coloured brick. This helps children to build on what they already know. It also supports the childminder to identify appropriate next steps in children's learning and development. n The childminder reflects on the provision she offers. She takes on board feedback and enhances her provision. The childminder networks with other childminders locally. They share ideas and talk about relevant topics. The childminder completes relevant training, keen to develop her professional knowledge further. She has identified areas where she can deepen her knowledge so that she can support children's learning even more effectively. n Children show strong levels of engagement. They clearly enjoy the activities that

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need to do better?

the childminder provides. Younger children confidently move toys between the sand and water trays, using the water to wash the sand from the tools they are using. They do this repeatedly. The childminder extends this, giving them a towel so that they can dry the tools and their hands. This builds on children's understanding of the processes to follow to care for their toys and keep them clean. n The childminder knows about the children she cares for. She gathers information

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need to do better?

25 July 2022 from the parents before children start. She uses this to provide relevant learning opportunities for the children. For example, she knows that children enjoy singing. She encourages them to join in with familiar parts of their favourite songs. Younger children respond happily, dancing along to the tune. Children who are more advanced in their learning confidently join in with the words to the song as well as completing the actions. n Children's language and vocabulary build consistently with the childminder's support. The childminder provides young children with a commentary as they play. She introduces relevant language and children follow her instructions well. For example, she speaks to children about how to scoop and pat the sand as they make sandcastles. Children demonstrate their understanding as they complete the task independently. n The childminder has formed professional relationships with staff at some other

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need to do better?

settings children attend. She shares information with them regarding children's development and well-being. However, she has not yet established this consistently across all settings. As a result, not all children receive the same opportunities to build on their learning between the childminder's setting and other settings they attend.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role with regards to safeguarding children. She completes appropriate training to keep her knowledge up to date. The childminder understands the process to follow should she need to raise concerns to other agencies regarding children's welfare. The childminder recognises the possible signs of abuse and neglect. She recognises the possible signs that a child may be at risk of exposure to extreme views or behaviour. The childminder understands what to do if an allegation is made against herself or a member of her household.

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should:

n consistently share information with professionals at other settings children attend to support children to make even more rapid progress.

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Setting details

Unique reference number EY466813 Local authority Thurrock Inspection number 10231850 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 7 Date of previous inspection 22 September 2016

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Information about this early years setting

The childminder registered in 2015 and lives in Chafford Hundred, Essex. She provides care all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She receives funding to provide free early education to two- year-old children. The childminder occasionally works with an assistant.

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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 provider and has taken that into account in their evaluation of the childminder. n The inspector had a tour of the areas of the premises used for childminding. n The childminder and the inspector held discussions regarding what the childminder wants children to learn and how she implements this. n The inspector observed the childminder's interactions with children and considered the impact of these on children's learning and development. n The inspector viewed a range of documentation, including suitability documents and written feedback from parents.

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Inspection activities

25 July 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 July 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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