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 happy and safe in the childminder's welcoming and homely setting. The childminder understands how to provide an environment that helps children to feel a sense of belonging. She builds close and affectionate bonds with the children. The childminder understands how children learn. She plans a curriculum that is flexible and meets the learning needs of individual children. Children make good progress in their learning.

p.2

The provision is good

The childminder provides resources and activities that reflect the next steps in children's learning. For example, as children learn to recognise numbers, she places numerals in water for them to find. She asks children to tell her the numbers on the beanbags they play with and they count them together. The childminder asks children questions to encourage them to think and respond. She introduces positional language and children learn about mathematical concepts, such as heavy and light, left and right and high and low.

p.2

The provision is good

Children are very imaginative. They act out scenes from real life from their memory and imagination. They have a good attitude to learning and a thirst for knowledge. The childminder teaches children about the rules and boundaries of the setting. This helps children to feel secure. They understand the expectations for their behaviour and they learn to respect other people.

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need to do better?

n Children are physically active. The childminder takes them out to explore the natural world around them. Children have access to fresh air every day in the childminder's garden. They practise their fine motor skills as they manipulate the play dough they have made themselves. Children learn to use scissors correctly as they snip away at the dough. The childminder extends their learning as she offers them paper to cut. These activities help to strengthen children's hands ready for early writing. n Children are independent. They can change their shoes and clothing. Children know how to take themselves to the toilet and wash their hands. They help the childminder to tidy away the toys. Children are confident. They speak to the inspector and discuss the games they are playing. The childminder holds conversations with the children and introduces new words into their play to extend their vocabulary. Children's speech and language development is good

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need to do better?

and the childminder offers them praise when they discover new words. n The childminder provides resources that stimulate children's imagination and encourage their creativity. Children enjoy exploring the 'loose parts' resources and using them to represent real-life scenes. For example, they build a make- believe fire engine with bricks and pretend they are using a hose. However, the

p.2

need to do better?

22 July 2024 childminder does not ensure a balance between child-led play and adult-initiated activities to provide further structure to their learning. n Children enjoy cutting up fruit and vegetables for their lunch. They carefully spread butter on crackers. Children learn about keeping themselves hydrated as the childminder reminds them often to drink. The childminder talks to children about foods that are good for their health. For instance, when children choose a book about their bodies, the childminder tells them which foods help their bones and muscles to grow strong. Children are curious and intelligent. They ask questions about the contents of the book. The childminder extends children's learning as she asks them to feel if their bones and muscles are hard or soft. n Children's behaviour is generally good. They play and learn in a calm and gentle way. The childminder teaches children to share their play things, take turns and

p.2

need to do better?

be kind to each other. However, she does not always encourage children to play cooperatively together. This means that children often play separately and her attention is necessarily divided. n The childminder observes the children in her care. She understands what they need to learn next and shares this with their parents. The childminder works in close partnership with parents and other settings that children attend. She prepares transition reports on children's progress when they are ready to move on to schools or nurseries. Parents write complimentary testimonials and say they are very happy with the care and learning the childminder provides for their children. n The childminder evaluates her practice and takes account of parents' and children's views. She undertakes many training courses to enhance her professional development and keeps up to date with changes in legislation. The childminder manages her setting well and keeps meticulous records.

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 develop a more structured approach to children's learning and provide a balance between child-initiated and adult-led activities n support children to play more cooperatively together.

p.3

Setting details

Unique reference number EY471456 Local authority Thurrock Inspection number 10351722 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 10 October 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Chafford Hundred, Essex. She operates from Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for 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 her evaluation of the setting. n The childminder discussed her intentions for children's learning and how she implements her early years curriculum. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n Children interacted with the inspector during the inspection. n The inspector read parents' testimonials and took account of their views. n The inspector viewed relevant documentation including the childminder's paediatric first-aid certificate, qualifications and training records and suitability documentation.

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Inspection activities

22 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

22 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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