Murphy Raymond

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 enjoy spending time in this warm and homely setting. They are frequently heard laughing and squealing in delight with the childminder who is kind, caring, and polite. He encourages the children to use good manners and be kind to each other. The children thrive on the praise and encouragement they receive from him which helps to boost their self-esteem and develop their sense of security.

p.2

The provision is good

The childminder knows the children in his care very well. He knows where they are in their learning and understands what they need to learn next. He plans activities to support children in achieving the next steps in their learning. He follows and develops children's interests during play. This ensures that children make good progress and are ready for their next stage of learning.

p.2

The provision is good

The children have daily opportunities to exercise and get fresh air in the garden of the home. The childminder draws their attention to the wildlife around them, encouraging them to watch the birds in the trees and the snails on the path. In addition, the children have regular opportunities to visit local parks, forests, nature trails, and soft-play centres. This helps to promote their physical development.

p.2

need to do better?

n The childminder is effective in supporting children's language development. He provides a running commentary on children's play. He repeats back to children what they say, adding extra words. The childminder draws children's attention to noises in the environment, encouraging them to listen carefully to what they hear. This helps children to develop their communication skills. However, on occasions, children are not given enough time to think and respond to questions he asks them before the questions are repeated. n Mathematics is woven into the activities of the day. For example, the childminder uses language associated with size such as 'long' and 'big' during play. He uses number-related language and encourages the children to count, for instance, how many blocks are in the tower they have built. He uses books to introduce children to the concept of time. As a result, children are acquiring early

p.2

need to do better?

knowledge of mathematics in preparation for later learning. n The childminder recognises when he can build on children's interests. For instance, when children are playing with building bricks, he suggests different ways to use them, such as building towers or making a line with them. He models to the children how to lift a row of bricks by putting pressure on each side, explaining to the children how to do this. The children are thrilled when they learn how to do this 'magic trick'. This helps introduce the children to early science-related language and concepts. n Children's independence is well supported. They are encouraged to tidy up their

p.2

need to do better?

12 February 2024 toys, try and put their shoes on, and help take their water bottles to the kitchen after snack. They can be heard proudly telling their friends, 'I did it' when they successfully complete a task. n The childminder supports children who speak English as an additional language. He works in partnership with parents to find out key words in children's home languages to aid communication. He ensures children hear and practise using English as they play. He names items in both English and home languages. This helps to ensure children who speak English as an additional language make good progress. n The childminder has established strong partnerships with parents, who praise him for the quality of care and learning he delivers. There is a two-way flow of information with parents about children's development and progress. The childminder suggests ways in which they can support their children's

p.2

need to do better?

development at home, for example, by providing them with potty training guidance. He 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. n The childminder and co-childminder work successfully as a team. They communicate effectively with one another. They discuss the individual needs of the children and work together to meet them throughout the day. They share with each other the accomplishments of the children and take pride in what they have helped them achieve.

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

p.3

Setting details

Unique reference number 404364 Local authority Thurrock Inspection number 10305429 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 11 Date of previous inspection 21 February 2018

p.4

Information about this early years setting

The childminder registered in 2000 and lives in North Stifford, Essex. He works alongside his wife, who is also a registered childminder. The childminding provision operates all year round from 7.30am until 6pm, Monday to Friday, except for 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 provider 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 provider. 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 spoke to several parents during the inspection and took account of their views. n The inspector carried out a joint observation of a group activity with the childminder.

p.4

Inspection activities

12 February 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.

p.4

Inspection activities

12 February 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6