Marks, Sarah Louise

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children are very enthusiastic and highly motivated to learn at this friendly and welcoming setting. The childminder's consistently high expectations of all children contribute to the excellent progress they make in their learning. Children with special educational needs and/or disabilities (SEND) are extremely well supported to reach their full potential. Children are highly engaged in the wide range of stimulating and challenging activities and experiences on offer. Much of their time is spend exploring outdoors, where they have rich opportunities for fresh air and exercise. Children demonstrate high levels of concentration as the childminder encourages them to closely examine the world around them. For example, they huddle around an area of the garden as they observe caterpillars eating the leaves. The childminder's hands-on approach sparks children's interest in the natural world. She encourages children to learn new vocabulary and talk about their experiences.

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The provision is outstanding

Additionally, they are able to relay what they have previously learned about the life cycle of a butterfly.

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The provision is outstanding

The childminder promotes a sense of belonging. Children's behaviour is exemplary. They willingly help to tidy up once they have finished with resources. They work collaboratively to ensure that the floor space is safe for the babies who attend. Children use their manners without prompting and are familiar with the routines in place. The childminder gives excellent regard to children's physical development. They develop control and coordination while negotiating steps in the outdoor area. Children develop their muscle strength by, for example, painting on a large scale. They use scented paints they have made by mixing different spices with water and white paint.

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need to do better?

n The childminder is highly committed to her role. She completes an excellent range of training to continually extend her skills. This includes gaining an early years degree since her last inspection. The childminder uses this knowledge from her training to further improve the quality of children's learning experiences. She constantly evaluates and reflects on the provision and the effectiveness of her practice. This helps her to continuously improve her setting. n The childminder establishes children's starting points and plans for their progress exceptionally well. She uses her observations and assessments extremely well to check that children have embedded new knowledge and skills. She identifies specific next steps in learning to help children progress. n The childminder engages children in consistently high-quality interactions. She poses questions to children skilfully to enhance their thinking skills and

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need to do better?

responses. For example, at story time, younger children listen intently and experiment with new words they learn from the book. Older children develop

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need to do better?

3 September 2024 excellent literacy skills, learning about the structure of books and becoming increasingly familiar with written language. Children acquire an excellent range of key skills in preparation for the next stages of development and their eventual move on to school. n The childminder successfully includes mathematical language and counting in activities. Children recognise numbers, learn the value of numbers and compare different sizes. For example, they learn about capacity as they fill milkshake containers with shaving foam. Children learn to compare size as they look at and count the pinecones collected during a nature walk. n The childminder provides children with extensive opportunities to learn about their community. She thoughtfully plans activities to enable children to have exciting new experiences. For example, they enjoy trips to a wide range of locations such as zoos, woods, beaches and parks. In addition, the childminder

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need to do better?

has set up a toddler group with other local childminders. This helps children to develop relationships with other children from the community. n The childminder has an exceptional knowledge of supporting children with SEND. She works incredibly well with parents and professionals to provide a fully inclusive environment where children's individual needs are extremely well met. For example, she ensures that high-quality resources and equipment, as well as health and education plans, are embedded into her practice to fully support children to access activities. n The childminder has established excellent relationships with parents. The parents praise the love and care that she puts into everything she does. Robust settling procedures, home visits and individualised settling-in plans for each child, prove very effective. This enables, the childminder, children and parents to build secure bonds before the children start. Parents have daily opportunities to

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need to do better?

exchange important information, and the childminder keeps them extremely well informed of their children's development. She shares resources and ideas to enable parents to support children's individual learning.

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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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Setting details

Unique reference number EY413388 Local authority Southend-on-Sea Inspection number 10361052 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 12 Date of previous inspection 7 November 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Southend-on-Sea, Essex. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with assistant.

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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 setting. n The childminder explained her intentions for the children's development and how she plans and implements her education programme. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector talked with the childminder her assistant's and minded children at appropriate times throughout the inspection. n The childminder showed the inspector the premises and discussed how she ensures it is safe and secure.

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Inspection activities

3 September 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

3 September 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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