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

Children are happy and well cared for at the setting. The childminder has developed strong relationships with the children. She is kind and caring and listens to what they have to say. The childminder knows each child's next steps in learning and their interests well. She uses this information to build on their knowledge and skills as they play. As a result, children have good attitudes to learning, and they engage in activities for long periods of time. Children have good opportunities to develop their physical skills. For example, the childminder organises exercise sessions where the children move their bodies in different ways. They thoroughly enjoy demonstrating their control as they jump, bend and stretch.

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The provision is good

The childminder supports children who speak English as an additional language well. She speaks Lithuanian and uses both English and Lithuanian when speaking to Lithuanian-speaking children. The childminder supports children's behaviour by setting clear boundaries and expectations. Both her and her assistants are good role models and demonstrate sharing, taking turns and being kind. As a result, children's behaviour is good. They show secure levels of independence. For example, they confidently put on their own coats and shoes before going into the garden. Children learn about their personal health. For example, they learn about the benefits of good oral hygiene through activities that teach them how to brush their teeth effectively.

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need to do better?

n The childminder knows children well. She uses her skills to observe and assess what children know and can do and the skills and knowledge they need to develop. While the childminder uses this information to inform her planning, her intended curriculum is not always well implemented. For example, interactions with children during some activities are not always focused on what they need to learn next. n The childminder promotes children's confidence and independence. She teaches them to take appropriate risks as they play and learn. Children enjoy the physical challenge that stepping stones, and a balance beam provides. They are proud when they succeed in balancing and jumping off the different platforms. Children learn to develop smaller muscles and use their hands in different ways, in preparation for early writing. For example, they manipulate play dough, rolling it and pressing cutters into it to make different shapes. They learn how to pick

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need to do better?

up small objects using tweezers. n Children demonstrate good behaviours and attitudes towards learning and are eager to take part in activities. They explore the environment carefully and treat the toys and books with respect. Younger children are learning how to include others in their play.

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need to do better?

20 February 2025 n Children are encouraged to count and identify numbers. They compare shapes to their surroundings, including large and small objects in their play. This helps them to develop a good understanding of early mathematics. n The childminder promotes children's understanding of the world and diversity well. For example, she plans a range of activities linked to cultural festivals and celebrations. This helps to develop children's social skills and awareness of their similarities and differences. n The childminder values the importance of working in partnership with parents. She ensures a regular two-way flow of information sharing and provides excellent support for parents to continue learning at home. Parents praise the childminder for her good communication, the variety of activities children engage in, the quality of food and excellent supervision. This good partnership working creates a collaborative and consistent approach to children's care and learning.

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need to do better?

n The childminder has a good understanding of recruitment procedures for assistants and ensures that they are suitable for their roles. Furthermore, she ensures that any assistants that work with her access basic training, such as first aid and safeguarding. However, although there are some arrangements in place for the supervision and monitoring of assistants, the childminder does not precisely focus their professional knowledge on continuing to develop their skills and understanding to support their teaching even further. n The childminder has failed to notify Ofsted of a significant event. Although the impact of this event on children in the childminder's care is limited, it is, however, a breach of a legal requirement. On this occasion, Ofsted is not taking any further action.

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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 focus interactions with children more precisely on curriculum intentions to promote children's progress towards their next steps in learning n strengthen the arrangements for the supervision and monitoring of assistants to support teaching further.

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Setting details

Unique reference number EY540957 Local authority Thurrock Inspection number 10381919 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 5 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2014. She operates on Monday, Tuesday and Thursday's 8am to 6pm and Friday's 7am to 5pm, all year round, except for bank holidays and family holidays. The childminder works with two assistants. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder explained her intentions for the children's development and how she plans and implements her education programme. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector spoke to children and assistants during the inspection. n Parents shared their views of the setting in writing. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

20 February 2025 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

20 February 2025 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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