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 Good

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The provision is good

Children are very happy to attend this setting. They arrive with a smile on their face, separate well from their parents and settle immediately. The childminder creates a fun and stimulating environment that sparks children's curiosity. She provides opportunities for the children to choose what they would like to explore and they become deeply engrossed in exciting activities. For example, children decide to explore the sea creatures. As they observe intently the distinctive features of each sea animal, the childminder engages them in meaningful discussions about where they live. This helps build on children's understanding of the world and their language skills.

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The provision is good

The childminder is very supportive and nurturing. She has high expectations of children. They rise to the challenge and follow the setting's routines and boundaries exceptionally well. For example, as soon as they arrive, they sanitise their hands and change into indoor shoes. This helps to build on their independence. Children behave well and display high levels of respect and consideration towards the childminder and their peers. Furthermore, they learn to be affectionate and caring towards the family pets too. Children form effective relationships with the childminder, who in turn responds to their needs with kindness and patience. The childminder values children's achievements and offers praise and affirmation. This supports children's emotional resilience.

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need to do better?

n The childminder offers a diverse and inclusive practice. She takes into account children's abilities, needs and interests when planning a wide selection of inspirational activities. The childminder also supports children who speak English as an additional language. As a result, they make very good progress in their learning. n The childminder is an exemplary role model for the children. She models language well and demonstrates activities effectively. The childminder supports younger children to settle and self-regulate by offering them cuddles and reassurance. She attends to their needs and supports them with their feeding. As a result, children feel valued and happy during their time at this setting. n The childminder creates great opportunities for children to build on their fine motor skills and hand-to-eye coordination. Children have an amazing time decorating a flower template. Younger children pick the pieces of paper in a

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need to do better?

tripod grip to place on their template. Older children scrunch up the paper and create symmetrical patterns. Children concentrate intently and persevere when challenges occur. This further develops their creativity, problem-solving skills and cognitive development. n Children are fascinated to explore a planting activity. They follow the

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need to do better?

30 May 2024 childminder's instructions well and wet the cotton wool before placing it in a small pot. Children then pick the seeds and position them carefully inside the wool. The childminder prompts the children to talk about other plants they have planted at the setting, to build on their recall skills and communication and language skills. n The childminder has good knowledge and understanding of children's development. She completes regular observations and assessments to track children's progress. The childminder completes relevant next steps in children's learning that she shares with parents. However, at times, the childminder does not consider how to enhance and extend the activities to ensure that all children benefit from challenging learning opportunities. n The childminder has a very clear vision for her setting. She is very reflective and aspires to deliver high-quality care and education. The childminder finds

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need to do better?

inspiration by completing a wide array of relevant training, which also helps keep her knowledge current. The childminder works very closely with her co- childminders and with teachers from the local schools. This provides children with a smooth transition to school, as well as continuity of care and education. The childminder also organises trips and outings to build on children's social experiences, which are carefully assessed for risks. n Partnerships with parents are effective and robust. Parents describe this setting as a 'home-from-home' provision. They appreciate all the fun and exciting activities and feel involved in their children's learning. Parents value the progress their children make and comment on the childminder's caring and supportive nature.

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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 consider ways to adapt and strengthen the curriculum to ensure that children benefit from further extensive and challenging learning opportunities.

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Setting details

Unique reference number EY472068 Local authority Thurrock Inspection number 10335523 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 13 Date of previous inspection 19 June 2018

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Information about this early years setting

The childminder registered in 2014. She lives in Chafford Hundred, Essex. The childminder offers care to children aged up to 11 years. She works all year round, from 8am to 6pm Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She regularly works alongside other co-childminders and her assistant. The childminder receives funding for the provision of 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 childminder. n The childminder showed the inspector around the provision. They discussed how the curriculum is organised and what they want children to learn. n The inspector observed the quality of teaching and education, and assessed the impact this has on children's learning. n Parents provided written feedback and the inspector took account of their views. n Children spoke with the inspector about the activities they were doing. n The inspector held a meeting with the childminder. She looked at relevant documentation and reviewed evidence of suitability to work with children.

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Inspection activities

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

30 May 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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