Childminder in Essex

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 thrive at this setting. They arrive happy and settle quickly. The childminder creates a stimulating and dynamic environment that sparks children's curiosity and sense of discovery. She creates opportunities for children to choose what they would like to access and explore next. For example, children become deeply engrossed when exploring cars and tracks. The childminder encourages them to carry on with their play and talk about what they are doing. Children explain how cranes operate, while being fascinated by magnets. This helps support children's imaginative skills and critical thinking.

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The provision is good

The childminder is very warm and supportive. She has high expectations of children and they rise to the challenge by following the setting's routines with confidence. For example, as soon as children arrive, the childminder prompts them to remove their coats and shoes and find their name tag to support their independence. Children form strong relationships with the childminder who in turn responds to their needs with kindness and empathy. She offers cuddles and reassurance to all children during their settling-in period to build on their confidence and emotional resilience. Furthermore, the childminder constantly praises children for their efforts and perseverance to boost their self-esteem. This helps them feel valued and involved during their time at the setting.

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need to do better?

n The childminder offers an inclusive and diverse provision. She takes into consideration children's abilities, needs and interests when planning her curriculum and a wide range of inspirational activities. She follows specific themes to enrich children's learning and experiences. The childminder supports children who require additional support. As a result, all children make good progress in their learning. n The childminder provides meaningful activities for children to explore sensory activities and build on their fine motor skills. For example, younger children make water marks using their fingers, enjoying the feel of water. Older children use various mark-making tools and ascribe meanings to their drawings. This helps build on their hand-to-eye coordination and creativity. n Children develop a passion for literature from a very young age. Their natural curiosity is fostered through reading their favourite book about going on a bear

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need to do better?

hunt with the childminder. She then supports them to re-enact the story and children follow all the steps of the narratives in the correct order. Children explore water, mud, grass and sensory balls with curiosity and intent. They complete the missing words and persevere when challenges occur. This further develops children's early reading skills, recall skills and role-play skills. n The childminder is an excellent role model for the children. She models language

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need to do better?

4 July 2024 well, demonstrates activities effectively and introduces new words, such as 'oozy' and 'compost'. However, on occasions, the childminder does not use all opportunities to help children, particularly younger children and those requiring additional support, repeat and learn the new words that extend their vocabulary. n Children are captivated to learn more about different types of bears. Older children name polar bear, koala bear and panda bear confidently. In addition, the childminder encourages children to explore honey, while explaining how crystalised honey turns into soft, runny honey. This enables children to further develop their understanding of the world and enrich their sensory experiences. Children also count the bears in sequence to consolidate their numeracy skills. n The childminder has good knowledge and understanding of children's development. She completes regular assessments to track children's progress.

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need to do better?

The childminder also completes next steps in children's learning and she shares these with the parents. n The childminder has an ambitious vision for her setting. She is thoughtful and reflective and aspires to deliver high-quality care and education. The childminder finds inspiration and motivation in the effective links she has built with other childminders in the local community. She completes regular and relevant training to keep her knowledge current and to upskill. She often organises trips and outings to the local farms, parks, woods and library to enhance children's social experiences and extend their learning. n Partnerships with parents are effective. They value all the fun and exciting activities the childminder provides, including the fun trips. Parents feel involved in their children's learning and appreciate the progress they make. They also praise 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 review and adapt activities that extend children's communication and language skills, particularly for younger children and those requiring additional support.

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Setting details

Unique reference number EY394472 Local authority Essex Inspection number 10351691 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 8 Date of previous inspection 8 October 2018

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Information about this early years setting

The childminder registered in 2009. She operates all year round, Monday to Friday from 8am to 6pm, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 spoke about the setting to the inspector, who 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

4 July 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

4 July 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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