Smith Karen

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 cared for in a warm and nurturing, home-from-home environment. They have developed trusting bonds with the childminder. Her deep understanding of individual children means that they receive tailored care and learning that helps them to feel safe and secure. Children demonstrate high levels of enjoyment as they engage in a range of fun and interesting activities. They play with friends, showing kindness as they share a book together and talk about the pictures. Older children pull 'funny faces' to make younger children laugh.

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The provision is good

The childminder helps children to develop a positive sense of identity. Children talk about their features and what makes them unique. The childminder offers continual praise as children try hard, achieve tasks or listen to instruction. Children handle the toys and equipment with care and tidy them away when they have finished, singing the 'tidy-up' song as they go. They respond positively to the childminder and behave well.

p.2

The provision is good

The fun and interesting curriculum engages children in a range of learning experiences that help them to make progress across the areas of learning. They enjoy learning about sea creatures and make poppies when learning about Remembrance Day. Children are eager to engage in mathematical discussions, such as which number they have on their front door.

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need to do better?

n The childminder has created a curriculum that supports children to develop the essential skills for the future. She provides a range of opportunities for children to develop resilience, confidence and positive attitudes to learning. n There is a strong commitment to developing children's communication and language. Children use interesting words, such as 'turquoise', as they name sea creatures and learn about different colour shades. They explore a range of books that support their love of reading and understanding that words have meaning. Younger children develop a keen sense of communication as the childminder engages in lively back-and-forth chatter. n Children are developing their independence. They wash their hands and faces and put on their coats and shoes. At lunchtime, children make their own sandwiches and cut their fruit. They discuss the various parts of the fruits, such as the skin and stalks. Attitudes to food are positive and children are developing

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need to do better?

a good awareness of healthy lifestyles. n There is a good connection with the local community. Children enjoy regular walks where they list items they have seen on clipboards. Visits include the local church and supermarket. Children learn about road safety and boundaries. They remember that they must only move from one lamppost to another.

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need to do better?

13 November 2024 n Children learn about the wider world. They explore a book about a 'leaf thief', and through real-life experiences, they determine that the wind is the leaf thief. They learn about sea creatures as they 'go fishing' with magnets. Children name creatures such as 'clams', 'dolphins' and 'octopus'. They explore the meaning of Diwali and make sweets and candle holders as part of their discoveries. n Outside, children engage in physical play. They run and jump and create obstacle courses with hoops. Younger children are encouraged to be active. The childminder provides an opportunity for them to pull themselves up and move around unaided. Older children develop fine motor skills as they make marks with drawing tools and cut with scissors. n Children have a 'can-do' attitude. The childminder reminds children often that they are capable and skilfully adapts teaching to ensure that challenge is

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need to do better?

appropriate for children. Children make choices about their play, led by their emerging interests and enquiries. However, the childminder has not considered how the environment can further support younger children to explore and extend their interests in as many ways as older children. n Parents are very happy with the care and education children receive from the childminder. They praise the home-from-home environment and how happy children are. They particularly appreciate the excellent and timely updates about their child's day and appreciate the open communication. n The childminder is passionate about her work. She attends regular training to stay up to date with her knowledge and skill. This translates to continuous improvements in the quality of teaching and care that children receive.

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 extend opportunities for younger children to develop their curiosity and wonder as they play alongside older children.

p.3

Setting details

Unique reference number EY260973 Local authority Thurrock Inspection number 10363786 Type of provision Childminder

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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 7 Date of previous inspection 9 January 2019

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Information about this early years setting

The childminder registered in 2003. She lives in Chafford Hundred, Essex. The childminder operates from Monday to Thursday, from 7.30am to 5pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for children aged nine months to four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and 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

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

13 November 2024 13 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

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

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