Wilkins, Alexandra

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

The childminder creates a child-centred approach that supports children to be highly motivated and curious learners. Children are kind and respectful towards each other, and they work together to solve problems and complete tasks. For example, children work together to fill jars for a matching activity. An older child recalls the activity from a past experience and helps a younger peer to collect water and soil needed for the activity. They work together to use a water dispenser to fill the jar. They listen intently to the instructions they are given by the childminder to complete the activity. The childminder supports children to understand and follow the routine and behavioural expectations. As a result of this support, children behave impeccably.

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The provision is good

A language-rich environment created by the childminder supports children to be confident and effective communicators. All children are supported to acquire and use language, including those who have some difficulties with the pronunciation of words and younger children who are learning language. Children learn new words rapidly by repeating things the childminder says. The childminder skilfully extends children's vocabulary, asks questions effectively to encourage children to think and respond and allows children time to verbalise what they know. Children show delight in interacting with the childminder. They mimic her by asking her questions and encouraging her to problem-solve and figure things out. For example, children make a zoo for the animals with blocks. They explain to the childminder that the zoo is very warm inside and ask her which animals like to live in a warm habitat.

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need to do better?

n The childminder has excellent relationships with parents and families. She provides detailed feedback at handovers and keeps parents up to date during the day by sharing photos and information regarding their children's care. The childminder informs parents of their children's progress and what they are learning next. Parents praise the childminder on the service she provides and highly recommend her to others. n While children are introduced to a wide range of exciting learning opportunities in the childminder's cabin and garden, they have fewer experiences that enable them to develop a greater understanding of people, families and communities beyond their own. n The childminder listens to children and follows their interests. When children ask to play outdoors, the childminder facilitates this well. She provides a large outdoor area where children enjoy taking part in numerous learning opportunities. For example, children develop their gross motor skills, balance

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need to do better?

and spatial awareness when completing an obstacle course that they help the childminder to create. They problem-solve in the sand tray, asking the

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need to do better?

10 September 2024 childminder to add water to the sand to make it 'sticky' to create sandcastles. Children develop their turn-taking skills when climbing up and going down the slide. n The childminder has a clear vision for what she wants children to learn. She focuses her teaching on developing children's self-awareness and language skills, helping them to become confident and independent individuals. The childminder plans activities to extend on what children already know and can do. Therefore, children learn new skills and make steady progress. However, she has recently started to care for younger children and is not yet secure in how to fully adapt the curriculum to meet the needs of babies. n Children are highly independent. At mealtimes, they independently wash their hands, get their drinks and sit at the table. They have conversations with each other, as they eat, about how to be fit and healthy. When they are finished, they

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need to do better?

place the dirty items in the washing-up bowl provided. n Children enjoy singing and doing the actions to familiar songs. They are developing a love of reading. They select and look at books independently and listen intently to stories the childminder reads to them. The childminder reads in a way that supports children to be engaged in the story. She asks them questions about what is happening and encourages them to predict what may happen next. n The childminder is able to reflect on her practice and how to improve it. She accesses training, seeks advice from other childminders and undertakes research to extend her knowledge. The childminder would like to recruit an assistant going forwards. She is able to confidently talk about how she would carry out the recruitment process to ensure that the assistant is suitable. n Children demonstrate high levels of engagement in the activities on offer to them. They also select resources that interest them, to lead and extend their

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need to do better?

own learning. Children are inquisitive and demonstrate perseverance to complete tasks.

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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 enhance the curriculum to extend children's understanding of people, families and communities beyond their own n consider the curriculum for babies more closely, to ensure that learning experiences are planned effectively for the youngest children.

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Setting details

Unique reference number EY539228 Local authority Essex Inspection number 10354939 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 4 Number of children on roll 4 Date of previous inspection 12 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Little Clacton, Essex. She operates term time only, from 8am to 4pm, Monday to Friday. The childminder follows the Montessori educational philosophy. She offers government funded places for children aged nine months to four years.

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Inspection activities

n The inspector and childminder carried out a discussion about children's learning, and the childminder talked to the inspector about how she plans her curriculum and what she wants children to learn. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector considered the views of parents through discussions. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key documentation on request. 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.

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Inspection activities

10 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

10 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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