Childminder in Southend on Sea

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder is warm and caring. Her calm, gentle approach creates a supportive environment where children show they feel safe and secure. For example, they demonstrate how much they trust the childminder when they feel unsure and approach her for reassurance and cuddles. The childminder treats children with respect and explains what is happening next. Therefore care practices, such as nappy changes, are bonding experiences and effectively support children's emotional well-being. The childminder teaches children good manners and how to play alongside others.

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The provision is good

The childminder skilfully provides a commentary as children play. This helps the youngest children to link words to their actions. They are beginning to show they love books and take them to the childminder to share a story. The childminder fosters this emerging interest and reads animatedly. She engages children by pointing out different animals and demonstrates the sounds they make. Children smile and babble in response.

p.2

The provision is good

The childminder regularly takes children on visits and walks to help them become familiar with their local community. They go to local attractions, such as the park, beach and sea-life centre, to enhance the time they spend with her. Even the youngest children begin to understand how to keep themselves safe. The childminder explains why they must do up the strap on the highchair and why it is important to put their toys away.

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need to do better?

n The childminder completes mandatory training such as safeguarding and first aid. However, she has not yet undertaken professional development opportunities to sharply focus her knowledge and interactions to raise the quality of teaching even higher. n The childminder gathers information from parents at the start so she knows children's interests and what they already know and can do. She helps children settle and feel comfortable by providing resources she knows they enjoy playing with. The childminder then uses her own observations to decide how to effectively support children's ongoing learning and development. n The childminder clearly describes how she prepares children to move on to the next stage of their education. As well as supporting children's communication skills she prioritises promoting their independence. Therefore, she encourages children to try for themselves when, for example, they put on their shoes to go

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need to do better?

outside. n The childminder helps all children make progress. For instance, she introduces early mathematics as children play. She counts the bricks when they build a

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need to do better?

29 February 2024 tower and talks about how high they can go. The childminder successfully nurtures children's emerging communication skills. For example, she uses simple instructions and draws their attention to words that rhyme. n The childminder supports children to learn what makes them unique. Children squeal with delight when they see themselves in a mirror. The childminder names the features on their faces and talks about the differences between children's hair and eye colours. She explains in an age-appropriate way why they must wash their hands after playing outside. This contributes to children's greater understanding of keeping themselves healthy. n The childminder carefully considers how she can enhance children's learning opportunities. For example, children play with a tray of sand for the first time. She allows them to explore and find out for themselves how it feels and what they can do. She adds resources, including buckets and rakes, and introduces

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need to do better?

new vocabulary such as 'mixing' and 'stirring'. n Children spend time outdoors every day. The childminder creates a sense of awe and wonder as children watch bubbles float up into the sky. They smile broadly when she sings as she pushes them on the seesaw. This helps children develop their sense of rhythm and gives meaning to the words. The childminder has identified that she wants to develop her outdoor area further so that children have even more learning experiences outside. n The childminder provides parents with daily diaries. She feeds back information about, for example, what children have eaten and their sleep patterns so parents are aware of their children's day. The childminder includes key messages about children's achievements and development to provide relevant information and promote consistency. n Parents say there has been a 'massive improvement' in their child's confidence since being with the childminder. They comment that she has played a big part

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need to do better?

in their children's development and that their children's vocabulary has grown. The childminder works in partnership with parents to complete the progress checks for children aged between two and three years.

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 target professional development opportunities more precisely to help raise the quality of teaching to an even higher level.

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Setting details

Unique reference number 2651965 Local authority Southend-on-Sea Inspection number 10308698 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2021. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded education for two-, three- and four-year-old children.

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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 provision. n The childminder talked to the inspector about their curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder and children, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder, children and inspector went on a walk around the local area. n Parents shared their written views with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 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.

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Inspection activities

29 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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