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 Not applicable

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The provision is good

Children arrive excited and settle quickly at this inviting and supportive setting. They build strong bonds with the childminder and look forward to spending time with her. Children quickly build the confidence to access activities and resources. They take delight in joining in with stories, songs and counting with others.

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The provision is good

The childminder embeds clear and consistent rules and expectations. She acts as a strong role model for sharing, using good manners and looking after toys. Children behave well. They help by tidying away resources after use. Older children support younger children to access resources and activities. They enjoy helping the younger children to become independent explorers.

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The provision is good

The childminder promotes a love of animals and nature. She has a friendly dog, as well as ponds containing fish. Children enjoy taking the dog for walks and feeding the fish. When out on walks, children look out for animals and insects. The childminder supports children to plant and grow vegetables in the garden. Children look forward to watching wildlife cameras to see foxes and badgers that visit the garden. They grow to appreciate all animals and plants as a result. They enjoy nurturing them and watching them grow and develop.

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need to do better?

n The childminder provides safe and stimulating learning environments. Her spaces contain exciting and accessible resources. Children quickly become confident in exploring. The childminder encourages children to take a lead in play. She follows and supports through meaningful interactions. Children therefore engage in play for prolonged periods of time while having fun. n The childminder teaches to good standards and children make pleasing progress in learning. She gets to know children well, then creates activities that children enjoy and learn from. During a play dough building activity, the childminder includes cereals and pasta to encourage imagination. However, the childminder does not always challenge children to think deeper or find solutions. Therefore, she does not take teaching and learning to the highest levels. n The childminder has strong knowledge of child development. She is keen to include mathematics in activities. Children join in with counting and learn about

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need to do better?

properties and colours of shapes in the sand. The childminder teaches children how to compare sizes of objects. She also encourages a love of reading through accessible books and interactive group stories. Children fast develop interest and skills in both areas as a result. n The childminder closely supports children's communication and language development. She embeds signing alongside words to support early communication. Children learn signs when singing songs and when making

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need to do better?

27 August 2024 conversation. The childminder repeats and models words for children to learn new language and develop clarity of speech. This all-inclusive practice supports all children to make good progress when communicating with others. n The childminder provides a great range of community experiences. She links up with other childminders to explore local parks. Here, children expand on their social interactions. The childminder takes children to forests, beaches and animal settings to extend experiences. She feels passionately about looking after the environment. Children put litter in bins and are careful with plants and equipment. This supports children's understanding of the world and respect for their environment. n The childminder has developed strong parent partnerships. Parents praise the childminder for her warm and caring nature. They appreciate the regular updates on children's well-being and development. Parents state that they feel

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need to do better?

listened to and supported. Children return to the setting for school holidays once they start school. This is due to the childminder's flexibility, warmth and clear communication. n The childminder is passionate about healthy living. She embeds this in her curriculum, as well as teaching children life skills. Children learn to make healthy food choices from a young age. They take pride in trying new healthy foods. Children take on physical challenges when walking or on the climbing frame in the garden. The childminder encourages young children to dress themselves. Children thrive on the praise and achievements. As a result, they make clear progress in self-care.

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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 challenge children's thinking further during play to promote the highest levels of engagement and learning.

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Setting details

Unique reference number 2757086 Local authority Essex Inspection number 10349606 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder previously registered with a childminding agency between 2022 and 2023, then registered with Ofsted in 2023. The childminder lives in Essex and has a childcare qualification at level 3. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives free early education funding for children aged two, three and four years.

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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 joined the inspector on a learning walk of the setting to discuss the curriculum and what they want children to learn. n The inspector observed the quality of education, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to children during the inspection to find out about their time at the setting. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

27 August 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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