Collings, Tina

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 attend this setting with joy and enthusiasm. They are happy and display a positive attitude to learning. Children form a very strong relationship with the childminder, who offers them a calm and stimulating environment. This supports children's self-esteem and resilience. Children are familiar with the established routines. They navigate with interest and ease around the setting, choosing activities that spark their curiosity and excitement. Children enjoy exploring an activity with farm animals and different edible resources. They look closely at the animals, and they move them around the tray, concentrating intently. Children also engage in pretend play with the childminder, talking about the noises the animals make. This helps support children's understanding of the world and build on their imaginative skills.

p.2

The provision is good

Children enjoy engaging in an activity to create a picture of a pig. They use different materials and mark-making tools and identify some colours too. This helps to support children's fine motor skills, dexterity and hand-to-eye coordination. Children are proud to show the childminder the end result, smiling with pride. This helps to boost their self-esteem and confidence.

p.2

The provision is good

Children have good opportunities to build on their mathematical skills, including spatial awareness. The childminder often counts the animals and the blocks she uses out loud, allowing to children to listen and copy.

p.2

need to do better?

n The childminder offers an inspirational environment with plenty of meaningful learning opportunities. Children make their own choices about the activities they would like to explore next. They learn to share and take turns with confidence. For example, children enjoy playing with the baby dolls and pretending to get them to sleep. They show empathy and affection and learn to be kind to one another too. This helps support their emotional development and imagination. n Children behave well. They show high levels of respect and kindness towards their peers and the childminder. Children have good manners and share resources well. They understand the behavioural expectations set by the childminder. Children continuously develop their independence. They pour their own drinks with good control and put their own socks on too. n Children enjoy books and develop a passion for reading. They choose the books they would like to explore next. Children look closely at the pictures and listen

p.2

need to do better?

intently to the stories. However, although the childminder engages the children in conversations, she does not use all opportunities to introduce new words. This particularly relates to younger children or those requiring further support, to promote their communication and language skills to high levels.

p.2

need to do better?

7 March 2023 n Children are fascinated to explore 'cause-and-effect' toys, such as pressing buttons to hear animal sounds. They concentrate well and persevere when challenges occur. This helps to develop their critical thinking and problem- solving skills. The childminder models language well and encourages the children to engage in imaginative play. She talks to the children about what they are doing and encourages cooperative play. This helps to strengthen children's social interactions. n The childminder has good knowledge and understanding of children's development. She uses her assessment of what children know and can do to plan for next steps in their learning. n Partnership working with parents is strong. They comment on the childminder's robust and effective approach to their children's learning. Parents feel involved in their children's learning and development and praise the progress they have

p.2

need to do better?

made. They also comment on the childminder's positive communication, as well as her inclusive and flexible practice. n The childminder's vision and ethos for her setting is ambitious. She continuously strives to improve the quality of care and education she provides to benefit the children. For example, the childminder looks for ways to extend children's learning experiences, such as organising trips to the local farm. The childminder is experienced and takes part in regular training opportunities to keep her knowledge current.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust and secure knowledge and understanding of safeguarding, including wider aspects such as county lines. The childminder has effective and accurate policies and procedures in place to guide her practice, which she reviews regularly and shares with the parents. She understands the importance of following the correct procedures to report any concerns to relevant professionals, to protect children from harm. The childminder takes steps to ensure that her home and garden are safe. She carries out regular risk assessments and this helps to assure children's welfare and safety. The childminder completes regular training to keep her safeguarding knowledge up to date.

p.3

should:

n provide more opportunities for children to hear a wider range of new words to broaden their vocabulary, particularly for those who are younger or require extra support.

p.3

Setting details

Unique reference number EY418611 Local authority Thurrock Inspection number 10264813 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 7 Date of previous inspection 27 June 2017

p.4

Information about this early years setting

The childminder registered in 2010. She lives in Stanford-le-Hope, Essex. The childminder operates from 7.30am until 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. She 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 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 provision. n The childminder and the inspector completed a learning walk together. They discussed how the curriculum is organised and what the childminder wants the children to learn. n The inspector observed the quality of teaching and education and assessed the impact this has on children's learning. n Parents spoke about the setting to the inspector, who took account of their views. n Children spoke with the inspector about the activities they were doing. n The inspector held a meeting with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of the childminder to work with children.

p.5

Inspection activities

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

7 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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