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 at the heart of this stimulating setting. They arrive happy and settle very quickly. The childminder creates a dynamic environment that ignites children's curiosity and interests. She provides opportunities for children to make informed decisions about what they would like to explore and they become deeply engrossed in exciting activities. For example, children have an amazing time engaging in role play with their peers. The childminder encourages them to pretend to make each other dinner. Children take a role in this play and talk about what they are doing. This helps build on their social interactions and imaginative skills.

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The provision is good

The childminder is very warm and nurturing. She has high expectations of children and they rise to the challenge by following the setting's routines and boundaries exceptionally well. For example, as soon as they arrive, children sanitise their hands and change into indoor shoes to support their independence. Children often assist the childminder with tidy-up duties, which helps them feel valued and involved. Children behave well and display high levels of consideration towards the childminder and their peers. This is extended to the family pets, who children show care and affection to. Children form strong relationships with the childminder, who in turn responds to their needs with patience and empathy. In addition, the childminder recognises children's achievements and efforts, offering them praise and affirmation. This helps build on children's confidence, self-esteem and emotional resilience.

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need to do better?

n The childminder offers an inclusive and diverse practice. She takes into consideration children's interests, needs and abilities when planning a wide array of inspirational activities. The childminder also supports children who speak English as an additional language. As a result, they make remarkable progress in their learning. n The childminder is an exemplary role model for the children. She models language well and engages children in meaningful conversations. She introduces new words, such as 'pineapple' and 'toad'. However, on occasions, the childminder does not use all opportunities to ensure that children understand the new words to securely embed them. n The childminder creates fantastic opportunities for children to explore a great selection of mark-making tools and resources to build on their hand-to-eye coordination and fine motor skills. Older children hold the pencils in a tripod grip

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need to do better?

and confidently colour within the lines. Younger children concentrate intently and persevere when challenges occur. The childminder encourages children to recognise and name the colours to further develop their mathematical skills. n Children develop a passion for literature from a very young age. Their natural

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need to do better?

30 May 2024 curiosity is fostered through reading books with the childminder. Children become immersed in the narratives of their favourite story about a very hungry caterpillar. They listen carefully to learn what the caterpillar eats and select the fruits in turn. Children then name the fruits and count them in sequence. This helps build on their numeracy skills and early reading skills. n The childminder supports children's curiosity and sense of discovery. In the garden, she offers them magnifying glasses and prompts them to look for bugs. Children become mesmerised observing the distinctive features of a bee and a centipede to further develop their understanding of the world. n The childminder has good knowledge and understanding of children's development. She completes regular observations to track children's progress. The childminder completes next steps in children's learning and shares these

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need to do better?

with parents. n The childminder has a clear vision for her setting. She constantly reflects on her practice and strives to deliver high-quality care and education. The childminder works very well with her co-childminders and completes regular training to keep her knowledge current. She often organises trips and outings to enhance children's experiences and social interactions. The risks of these are carefully assessed to ensure children's safety and welfare. n Partnerships with parents are strong. 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 use all opportunities to ensure that children understand and learn new words to build on their communication and language skills.

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Setting details

Unique reference number 204322 Local authority Thurrock Inspection number 10335508 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 1999. 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. 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

30 May 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

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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