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 Outstanding

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The provision is good

The childminder has created a warm and nurturing environment, where children show high levels of happiness and confidence. The kind and caring attachments between the childminder and children help them to feel safe and secure. Children explore the well-planned activities with curiosity and quickly become absorbed in their play and learning. Their happiness and enjoyment is evident as they share what they are doing with the inspector.

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The provision is good

Children's behaviour is excellent. The childminder and her assistant communicate clear expectations to children. Children are reminded of these regularly and offered lots of praise for remembering to follow the rules. The childminder has created an environment that promotes kindness and positive choices. Children show empathy and are developing tolerance, patience and respect. When they encounter difficulties, they show resilience and quickly overcome challenges and setbacks.

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The provision is good

The childminder provides a curriculum that offers children plenty of choice. Children access a broad range of experiences that support their individual interests and learning styles. They benefit from exciting and engaging learning, both indoors and outside. All children show positive attitudes to their work and play. They show great enjoyment as they ride around on bikes and join in with ring games.

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need to do better?

n All children benefit from meaningful experiences that support their learning and development. The childminder has designed a curriculum that helps children develop the essential skills for future success. This includes developing independence, positive attitudes and high levels of well-being. Teaching helps children to build upon their knowledge and skills although, on occasion, children are not supported to extend their thinking when teaching opportunities arise. n There is a strong commitment to developing children's communication and language. Children benefit from a language-rich environment. The childminder and her assistant use a range of vocabulary and narration alongside children's play. Children read for pleasure and handle books with care. They enjoy a range of traditional songs and rhymes and listen to familiar stories. n Children are becoming independent. They manage personal hygiene and put on

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need to do better?

their shoes before going outside. The childminder has ensured that care practices, such as intimate hygiene and nap times, are carried out with sensitivity and meet children's personal needs. Children are developing resilience. The childminder encourages children to assess situations such as when they fall over. They quickly get up and give the thumbs up to signal they are okay. n The extensive experiences that children have, help them to develop a good

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need to do better?

6 June 2024 understanding of the local community and the world around them. Children enjoy trips into London and a local dairy farm. They learn about historic events, such as 'Windrush Day', through visits to the local dock. n The childminder uses ongoing assessment to identify any gaps in children's learning and to monitor the progress children make. There are clearly identified next steps that help children to make progress from their starting points. There is effective support in place for children who need help catching up with speech and language skills. n Partnership working is good. The childminder works with other professionals to support children's progress. However, the childminder is still developing effective partnerships with other settings that children attend, and the schools some children will be attending. n The childminder uses evaluation to identify areas for improvement in her provision. Ongoing discussions between the childminder and assistant ensure

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need to do better?

that they remain aligned in their vision and values. Feedback from parents is used to identify areas for improvement and changes to the provision. n The childminder holds regular discussions with her assistant to discuss any opportunities for development. Regular supervision provides an opportunity for the childminder and her assistant to discuss the children, and any areas of the curriculum that could be improved. This helps to drive continuing improvements in the curriculum and quality of teaching. n Parents speak highly of the childminder and her assistant and say that their children are happy and content. Parents describe the childminder's provision as a 'home-from-home' environment, where their children are nurtured by caring adults.

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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 build on arrangements for continuing professional development to ensure that children consistently receive high-quality teaching that extends their thinking and deepens their knowledge n develop partnerships with other settings that children attend, and the schools some children will be attending, to share information that supports children's ongoing learning and development.

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Setting details

Unique reference number EY500131 Local authority Thurrock Inspection number 10335497 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 12 Number of children on roll 14 Date of previous inspection 18 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Grays. She operates all year round from 7am until 7pm, Monday to Friday, except bank holidays and family holidays. The childminder holds qualified teacher status and has an appropriate early years qualification at level 3. The childminder works with an assistant. She 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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. This included a joint observation of a group activity. 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.

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Inspection activities

6 June 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

6 June 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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