Burbery, Lisa Helen

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 happy and safe in the childminder's inclusive home. She is caring and gentle with the children. Children receive cuddles and reassurance as they start their day. They develop strong bonds with the childminder and the other children.

p.2

The provision is good

Children behave well. They follow the calm modelling of the childminder. They are respectful and understanding of other children's needs. The childminder skilfully supports all children to understand their own emotions and those of others. The childminder praises the children's efforts, boosting their self-esteem and confidence.

p.2

The provision is good

Children enjoy being in the well-resourced garden. They thoroughly enjoy playing in the outdoor kitchen. Together, they collect some pasta shapes and mix them with water. They set the table with the tea set and enjoy making meals for the adults. Children benefit from attending different groups, such as 'rhyme time', with the childminder. This helps the children to meet and interact with other children, helping to develop their social skills and build their confidence in larger groups.

p.2

The provision is good

Children are becoming confident communicators. They engage in conversation with the childminder and the other children. The childminder provides a running commentary as they play. Children readily repeat words back to her, which helps to extend their vocabulary.

p.2

need to do better?

n The childminder knows the children she cares for well and talks about their progress with confidence. She has a good understanding of where children are in their development. The childminder uses her observations and assessments to plan a suitable range of activities. This supports children to achieve the next steps in their learning. The childminder skilfully knows when to provide support and when to stand back. This allows the children to lead their own play and use their imagination. n The childminder gathers detailed information from parents when their children start at her setting. This helps her to establish what children already know and can do. She plans activities to support children's next steps to ensure that all children receive good, well-sequenced learning opportunities. However, some planned activities have too many elements. For instance, during a planned music session, children struggle to focus as they are watching a musical video, while

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need to do better?

playing instruments and singing along. As a result, children are not fully focused on what the childminder wants them to learn. n Children are learning to be independent. They learn the importance of good hygiene routines. The childminder provides timely reminders when children need

p.2

need to do better?

3 March 2023 to wash their hands. She helps the children to understand why this is important. The childminder encourages children to put on their own coats and shoes before going outside in the garden. She uses good strategies to encourage children to have a go, such as her putting on one shoe, and the children having a go at putting on the other. These skills help children to be ready for the next steps in their lives. n The childminder has a clear vision of providing high-quality care and education for all children. She reflects on her practice and actively seeks additional training to further her knowledge and skills. The childminder effectively works with outside professionals to ensure she meets the needs of all children. She implements agreed plans using her knowledge of the children. For example, when introducing initial sounds to children who need additional support, she uses their interest in superheroes to motivate them to learn. As a result, all

p.2

need to do better?

children, including those with special educational needs and/or disabilities, are making good progress. n Children are motivated and eager learners. They join in with activities provided, such as arts and crafts. Children focus intently on using the equipment provided to tear and stick coloured paper to their pictures. However, children are not given notice when activities need to change. They become disappointed and reluctant to change as they are not able to finish what they were doing before moving on with the day's routines. n Parents are very complimentary of the childminder's care. They value the strong communication they have with her and how well they are kept informed. Parents describe the relationship she has with their children as 'beautiful and caring'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her roles and responsibilities in keeping children safe from harm and abuse. She can identify signs and indicators that could mean a child is at risk of harm or abuse. The childminder has kept up to date with all safeguarding training to ensure her knowledge is up to date. She is knowledgeable about safeguarding issues, such as female genital mutilation and 'Prevent' duty. She conducts comprehensive risk assessments of her home to make sure it is safe for the children she cares for.

p.3

should:

n simplify planned activities to focus more precisely on learning intentions n give children notice of when activities need to change so that they can bring their play to a satisfactory end.

p.3

Setting details

Unique reference number EY422858 Local authority Thurrock Inspection number 10276705 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 6 Number of children on roll 19 Date of previous inspection 28 July 2017

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Grays, Essex. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder has 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 setting. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their early years foundation stage curriculum. 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 staff/the childminder and children.

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Inspection activities

3 March 2023 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

3 March 2023 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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