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 GoodGood

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The provision is good

The childminder provides a nurturing and homely environment where children feel safe and secure. Children form strong attachments with her, and she ensures that the daily routine is consistent. As a result, children approach new situations with confidence and show they are familiar with what is expected of them. The childminder supports the children to build secure relationships with each other. She understands that younger children need further support, as they are still learning how to share and take turns with each other. As a result, children's behaviour is good. Children show good levels of independence. They know their routines and help to tidy up resources when requested. Children learn about personal hygiene. For example, they regularly wash their hands, enjoy healthy snacks, and readily engage in discussions about the importance of eating nutritious food.

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The provision is good

The childminder plans a wide variety of fun and engaging activities. These motivate and support children to make progress. Learning is meaningful and well sequenced. The childminder joins in with children during activities and gives clear and simple instructions, which children happily follow. This keeps them engaged for long periods and captures their concentration and focus. The childminder promotes children's confidence and independence. She teaches children to take appropriate risks as they play and learn. Children enjoy the physical challenge outside play brings. Younger children succeed in climbing up the steps of the slide with the help of the childminder. In addition, they enjoy kicking the ball and develop their skills when using the climbing wall.

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need to do better?

n The childminder has reflected on her practice since her last inspection. She attends regular training sessions and webinars to refresh and update her knowledge. She reviews her provision to ensure that she meets the individual needs of the children she cares for. She has learned and uses British Sign Language. This enables her to provide a fully inclusive setting for families in the deaf community. The childminder is committed to developing the service that she offers to children and their families. n The childminder gathers information about children's starting points from parents. She completes regular observations of the children and uses this information to plan her curriculum to help children make good progress. She completes the progress check for two-year-olds and shares this with parents, so they are fully aware of where their children are at in their development. n Overall, the childminder plans an ambitious curriculum. She understands how to

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need to do better?

promote progress, and she supports children's development. However, she does not always plan to ensure that adult-led activities support the most able children as much as possible.

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need to do better?

24 January 2024 n Children's communication and language skills are supported well. The childminder constantly repeats phrases and talks to the children throughout the day to support them to learn new words. She uses British Sign Language alongside their spoken language to express their needs. This helps to widen their vocabulary and support their later learning. n The childminder skilfully introduces mathematics into everyday activities. Children are encouraged to count, and they explore and understand size, quantity and positional language. They acquire a good range of key skills in preparation for the next stages of development and their eventual move to school. n The childminder ensures that children have various opportunities to develop their fine motor skills. For example, they squeeze and roll the play dough and use the cutters to make different shapes. This helps to develop their muscles in their hands and supports their future writing skills.

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need to do better?

n Children have lots of opportunities to engage in imaginative play. For example, they select role-play items, such as dolls and a doctor's set. They check on their dolls, taking their temperature and giving them injections. Children relate these experiences to their own as they talk about going to the doctors. n The childminder provides a welcoming and inclusive environment. She respects and values each child's individual characteristics and abilities. The childminder helps children to learn about the differences between themselves and others. n Parents are very complimentary of the childminder and the care their children receive. They confirm how well the childminder knows their children's individual care and learning needs. Parents have daily opportunities to exchange important information, and the childminder keeps them well informed of their children's development. The childminder shares resources and ideas to enable parents to

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need to do better?

support their children's learning at home.

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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 the planning of adult-led activities to provide appropriate challenge for all children.

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Setting details

Unique reference number EY492795 Local authority Thurrock Inspection number 10327602 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 6 Date of previous inspection 7 February 20187 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Stanford le Hope, Essex. She operates all year round, from 7am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the provision. n The childminder explained her intentions for the children's development and how she plans and implements her education programme. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder showed the inspector the premises and discussed how she ensures it is safe and secure. n The inspector talked with the childminder and minded children at appropriate times throughout the inspection. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

24 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

24 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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