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 Good

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The provision is good

The kind and caring childminder welcomes children into her homely setting with joy. She provides the love and nurture children need to feel safe and happy. The secure attachments between the children and the childminder mean that children feel comfortable and relaxed in the home-from-home environment. They explore with confidence and enjoy a range of enjoyable activities, both in the childminder's home and in the local community.

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The provision is good

Children behave very well. The childminder supports children to develop good manners. They show kindness to one another and follow the rules. Children show positive attitudes to tasks such as tidying away their toys and washing their hands for lunch. The childminder showers children with praise, for example when they manage their zips or complete a puzzle. This helps promote children's self esteem and confidence to try new things. Children are developing their independence in a range of tasks. For example, they competently tend to their toileting and personal hygiene needs.

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The provision is good

The childminder has implemented a curriculum that gives children a broad and varied set of experiences. Children enjoy trips to the local community where they visit the duck pond and explore the forest. Children enjoy weekly trips to the playgroup where they further develop friendships and engage in a range of arts and crafts and physical activities.

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need to do better?

n The childminder is clear about the skills and knowledge she wants children to learn while they are at the setting. She shows a good awareness of what is important for children and how to bring this to life for children through enjoyable learning experiences. As a result, children are well prepared for the next stage in their education. n Communication and language are supported well. The childminder understands the importance of equipping children with essential communication skills. She encourages them to develop their vocabulary and practise a range of new words. Children explore books with the childminder that further expand their awareness of words. This means that children are developing well in communication and language and use this confidently across a range of experiences. n Children learn about the natural world. They explore a range of insects and the habitats that they live in. The childminder provides a wealth of real-life

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need to do better?

experiences that support and help children to consolidate knowledge. They learn about life cycles and connect what they have learned through real experiences, such as nature walks and observing hatching butterflies. n Children are physically active. They access a spacious outdoor garden, which

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need to do better?

19 March 2025 allows them to run, climb and balance. The childminder provides opportunities for children to manage risks such as climbing on the play equipment. Children show good use of fine motor skills as they use toy screwdrivers and place puzzle pieces in trays. n The childminder weaves mathematical language through children's play. Children hear words such as big, small, long and short. They recognise and name colours of butterflies and notice patterns and symmetry. Children show their developing mathematical thinking as they estimate and refer to quantities as 'lots'. They count with confidence and show a developing understanding of quantities that match numerals. n Children learn about the community they live in. They visit local spaces and playgroups. Children learn about diversity as they find out about a range of festivals and traditions. Positive images are depicted through a range of books

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need to do better?

and puzzles. This helps children to develop an awareness of similarities and differences. n The childminder is ambitious for children. She recognises the importance of keeping her own knowledge and skills up to date and how this supports the quality of teaching. The childminder uses critical reflection and evaluation to identify what works well and areas for improvement. She has not considered gathering the views of parents or children to capture a broader view of her provision. This means the childminder is not able to accurately measure the impact of any improvements that she makes on children's learning. n The childminder has developed excellent partnerships with parents that support a cohesive flow of information between the setting and home. This means that both the childminder and parents can continue to support children to make progress in their learning and development. n Parents speak highly of the childminder. They feel that children are safe and

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need to do better?

secure in her care. They consider the range of experiences children have to be beneficial to their development and that children are making good progress.

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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 consider gathering the views of parents and children to capture a broader view of the early years provision to further enhance the already good curriculum and quality of teaching.

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Setting details

Unique reference number EY360089 Local authority Essex Inspection number 10372581 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 6 Date of previous inspection 26 April 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Loughton, Essex. She operates all year round, from 7.30am to 4.30pm, on Tuesday and Wednesday. The childminder holds a relevant childcare qualification at level 3.

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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 and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 March 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

19 March 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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