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

The childminder is incredibly passionate about offering a warm and friendly welcome to children as they arrive. This helps them to part happily from parents and quickly settle into their day. Children wave at their friends and say 'good morning'. They gather together and talk with the childminder about the days and the weather. Children show secure attachments to the childminder. Interactions are warm, responsive and respectful. During nappy changing, children enjoy games such as 'point to the body parts', and they engage in lively chatter. This helps them to develop emotional security and trusting relationships.

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The provision is good

Behaviour is excellent. The childminder sets clear and consistent expectations, which are consistently applied. Children have high levels of confidence and self- esteem. They beam with pride as they receive high praise for making positive choices, such as when they share their toys and help their friends. As a result, children are kind to their friends and are developing patience and tolerance.

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The provision is good

Children show impressive independence. The childminder supports children to do as many things by themselves as possible, such as making their toast, selecting plates and cutlery, and managing their personal hygiene. Children are developing essential skills for the future, such as dressing and washing their faces after snack.

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need to do better?

n Children explore their environment with energy and enthusiasm. Outdoors, they enjoy riding bicycles and playing on the swings. They show excellent awareness of safety and manage risk and challenge with skill. The childminder helps children to manage their own safety as they complete risk assessments and point out any dangers. n Children are developing a strong awareness about the world and their place in it. They recognise wildlife that visits the garden, and they grow plants. Children learn about a range of living creatures as they take care of the resident pets. They enjoy feeding the fish and help to keep the rabbit hutch clean. Children are learning how to recycle materials and are developing an awareness of cultures and beliefs, including what it means to be vegan. n Children enjoy their time with the childminder and engage in joyful play and learning. The childminder skilfully weaves children's interests into their play to

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need to do better?

promote learning. Outside, they gather leaves in preparation for making autumn pictures. They learn about fireworks and the childminder helps to reassure them about the loud noises. n The childminder uses observation and assessment to plan next steps for children. She has a deep knowledge of individual children and what they know and can do. The childminder uses this knowledge to capitalise on opportunities

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need to do better?

4 November 2024 to deepen children's knowledge. Sometimes, the depth of teaching does not always ignite children's curiosity enough, or leave them wanting to know more. Despite this, children are making good progress in their learning and development and access a rich and varied curriculum. n Children access a language-rich environment. The childminder weaves mathematical language seamlessly into play as children count steps and name colours. She introduces new and interesting words, such as 'template', to help broaden children's vocabulary and sentence building. The childminder has an excellent understanding of how to support children with delayed communication. As a result, any gaps in children's speech and language are closing. n The childminder uses a range of tools to evaluate her provision. She works with the local authority to complete audits and has developed a strong partnership with the nearby school. This ensures that children are prepared in the best way

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need to do better?

for their transition to school. The childminder engages in training with the school to support the use of phonics. n The childminder is proud of the relationships she builds with local families. Parents speak very highly of the childminder and commend her for the love and care she provides children in the home-from-home environment. They speak with fondness about the positive relationships that extend beyond children's time at the childminder's home. Parents are delighted with the progress children make and the informative updates they receive.

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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 build on the already good quality of teaching to offer children more opportunities that ignite curiosity, encouraging children to ask questions and deepen and consolidate their learning.

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Setting details

Unique reference number EY471777 Local authority Thurrock Inspection number 10363828 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 6 Date of previous inspection 10 January 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Stanford-Le-Hope. She operates all year round from 8am to 5pm, Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3. The childminder provides funded care and education for children aged from nine months to four years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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. n The inspector observed the interactions between the childminder and children. 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

4 November 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 November 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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