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 Requires improvement

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The provision is good

The childminder knows the children and families in her care very well. She has robust induction procedures in place. This ensures she has the information she needs about the children before they start. This means she can cater for their needs immediately. She knows where children are in their learning and understands what they need to learn next. The childminder plans activities and strategies to support children in achieving the next steps in their learning. This ensures that all children, including those with special educational needs and/or disabilities, make good progress.

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The provision is good

The childminder is kind, caring, and patient. She builds strong emotional bonds with the children, who demonstrate they feel safe and secure in her care. They are relaxed and happy throughout the day. Children can choose the activities they engage in and self-select resources they would like to use. The childminder offers children praise and gives them 'high fives' when they achieve tasks. This helps build their self-esteem.

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The provision is good

Children enjoy a wide range of outings, including trips to the local park and library. They visit the shops to buy food for their meals. They attend activity groups at the local community hub. Children are given the opportunity to experience foods from different cultures. This helps children to learn about the world around them.

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need to do better?

n The childminder has worked hard to address the weaknesses found at the last inspection. She is reflective and has plans to make further improvements. She is undertaking training and welcomes support and guidance from the local early years team to improve her skills and knowledge. She ensures the training she attends is relevant to her current cohort of children and will aid the improvements she wishes to make in the setting. n The childminder supports children's language effectively. She provides a running commentary to children's play and introduces new language to them, emphasising the key words in sentences. She uses good eye contact and smiles to encourage children to communicate with her. She repeats words back to the children, so they hear the correct pronunciation. She adapts her communication methods to suit the needs of the children. This helps children to develop their communication skills. However, on occasions, children are not given enough time

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need to do better?

to think and respond to questions before the question is repeated. n Children are helped to develop a positive attitude to learning and are encouraged and supported to complete activities for themselves. For example, when children find fitting the final piece of a puzzle challenging, the childminder gives them verbal encouragement and clear guidance to help them be

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need to do better?

18 January 2024 successful. She skilfully knows when to step in and offer assistance and when to let children persevere. n The childminder supports children to be independent. For example, children are encouraged to tidy-up resources and place them back where they belong when they have finished using them. They are given opportunities to make their own choices about their play throughout the day. They wash their hands independently before cutting up the grapes they will eat for snack. This helps children learn skills for the future. n Partnerships with parents are positive. Parents speak highly of the childminder. They report that they are supported, and their children are happy to come to the setting. Parents are informed about their child's current level of development and how they can support their learning at home. They are given advice about topics, such as weaning, and directed to support outside of the setting if

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need to do better?

required, for example, at the local community hub. This helps to establish a consistent approach to supporting children's learning. n Although the childminder does not work with assistants regularly, she is aware of her responsibility to ensure they are suitable and have the knowledge and skills they need to fulfil their role. She ensures they complete regular training and keep their knowledge up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop questioning techniques to give children more time to respond to questions asked, to support their thinking, communication and language skills further.

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Setting details

Unique reference number EY536361 Local authority Thurrock Inspection number 10278813 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 12 Number of children on roll 7 Date of previous inspection 27 January 2023

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Information about this early years setting

The childminder registered in 2016 and lives in Grays, Essex. She operates all year round from 9am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The setting provides funded early education for two-, three- and four- year-old children. The childminder is registered to work with an assistant.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they 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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 Parents shared their views of the setting with the inspector.

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Inspection activities

18 January 2024 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

18 January 2024 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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