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 and her assistant invest time in getting to know the children and their families well so they can support them appropriately. They have established close bonds with the children. Children readily make their wishes and thoughts known to the childminder, and these are respected and acted upon. Children are confident to seek adults out for comfort and cuddles if they are upset or unsure.

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The provision is good

The childminder and her assistant have a good understanding of child development and what children need to learn next. There are high expectations for every child to make the best possible progress. The childminder provides children with an educational programme that supports this. She can identify any gaps that emerge in children's learning and takes action to narrow these gaps. This ensures that children make good progress across all areas of their learning. Children spend extended periods engaged in the activities offered to them.

p.2

The provision is good

The childminder provides children with healthy food options and teaches children about healthy lifestyles through, for example, effective oral hygiene procedures and handwashing. Children proudly tell visitors they have washed the microbes off their hands. Children have daily opportunities for exercise and fresh air. Children are well supervised. This helps to promote their physical well-being.

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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 a clear vision for the future of the setting. She has undertaken training and welcomed support and guidance from the local early years team to improve her skills and knowledge. n The childminder and assistant implement an ambitious, sequenced curriculum. They provide a wide range of interesting activities and experiences. They engage with children during their play and extend their interests. For example, when children show an interest in an ambulance, they provide them with a related book and suggest they could play doctors. This provides the children with mark- making opportunities, and they write prescriptions for each other. The childminder and assistant adapt their approach to meet the needs of all children. n Children are beginning to learn about science. They excitedly show visitors the

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need to do better?

crystals they are growing and explain how they made them. They discuss an experiment they conducted recently using a clay volcano they made. This helps children to develop knowledge and understanding about the world around them. n Children benefit from a language-rich environment. They have plenty of opportunities to practise their dual language skills. This helps to support their communication and language skills in both English and their home language. They enjoy singing songs, joining in with action rhymes, and suggesting songs

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need to do better?

17 January 2024 to sing with their friends. They have regular access to stories and books in dual languages. The childminder and assistant provide a running commentary to children's play that introduces new words and ideas to the children. However, when they ask children questions, they are mostly questions that only require a one-word answer. This does not encourage children to develop their own critical thinking skills. n Children generally behave well. When they do need to be reminded of the rules, they are told what is expected of them. However, the childminder and assistant do not always provide suitable explanations to support children in developing a deeper understanding of the rules and boundaries to help them learn to self- regulate their own behaviour. n The childminder is aware of her responsibility to mentor and support her assistant. She is aware of her responsibility to support her well-being. She has

p.2

need to do better?

provided appropriate coaching and supervision to help her develop her skills further. The assistant reports that she feels well supported by the childminder. n The childminder recognises the importance of developing positive and trusting relationships with parents. She communicates with parents daily. She keeps them up to date about children's progress and next steps in their learning. She suggests ways in which they can support their children's development at home. The childminder has formed links with the local schools and provides them with information about the children when they start. This promotes continuity of care for the children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop interaction and questioning skills further to extend children's critical thinking skills n help children to develop a deeper understanding of the rules and expectations at the setting.

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Setting details

Unique reference number EY496772 Local authority Thurrock Inspection number 10277836 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 24 January 2023

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Information about this early years setting

The childminder registered in 2016. She lives in Grays, Essex. The childminder operates Monday to Friday, from 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder works 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 it is 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 spoke to children, to find out about their time at the setting. 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

17 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

17 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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