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 Not applicable

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The provision is good

Children are very settled in the warm and homely environment provided. They have fun and enjoy their time with the experienced and qualified childminder. Children have formed trusting and warm relationships with her. They seek cuddles and reassurance as needed. The childminder ensures she knows children well and is responsive to their needs. She provides children with a broad curriculum that follows their interests and builds on what they can do and extend their learning. Regular organised outings to the local lake, library and shops provide children with further learning opportunities. There is a real sense of belonging, and as a result, they play well together and their behaviour is good.

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The provision is good

The home is welcoming and designed to help children initiate their own play. A range of quality resources are easily accessible for children to self-select. The childminder encourages, and fully supports, children to make decisions and initiate their own play. She is aware of the importance to give children time to explore for themselves, and is skilful and sensitive with her interactions when supporting learning. Children are offered praise and recognition for their efforts. Mealtimes are regarded as social occasions. Children sit and chat with their friends about their day. There is a harmonious atmosphere and children are made very comfortable when it is time to rest. They enjoy cuddles and reassurance as they get comfortable on cosy beds and quickly fall asleep.

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need to do better?

n The childminder has a sound knowledge of how children learn. The quality of teaching is good. Children demonstrate curiosity and an eagerness to try new things. They have established close and trusting bonds with the childminder and her family. n Children's early mathematical skills are supported well throughout all activities and routines. For example, the childminder introduces mathematical language as she encourages children to count and sort objects by shape and size as they play. Children delight in helping set out the lunch table and carefully and confidently count how many plates and cups are needed for their friends. n The childminder is a calming, nurturing and attentive role model. She talks respectfully to the children and listens to what they have to say. The childminder understands how to promote good language and vocabulary. Children are fully aware of sounds in the environment as they walk to school to collect their

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need to do better?

friends. The childminder engages them in conversation about what they hear. Children giggle as they predict where aeroplanes are flying to. n The childminder promotes children's love of books. Children thoroughly engage in interactive group stories. They listen with intent and follow the story predicting what might happen next. They enjoy the repetition and rhyming

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need to do better?

4 April 2025 words of favourite stories. The animated childminder maintains their attention throughout. n Parents are positively welcomed and encouraged to contribute to their children's learning and receive regular updates and information about their children's progress and next steps in learning. In addition, ideas are shared about how parents can support their children's learning further at home. Parents speak highly of the childminder and the care provided for their children. They comment on the good progress their children make and how supported they feel. n The childminder is a qualified and experienced early years practitioner. She routinely reflects on her practice. She understands the importance of ongoing training to build on her good knowledge. The childminder encourages and supports any assistants she works with in their own continuous professional development as she is aware how this improves outcomes for children attending.

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need to do better?

n Children show sustained concentration and interest as they set out figures and furniture using a playhouse. Even very young children sit patiently and thread shapes and beads using good eye-hand coordination. They enjoy some adult-led opportunities to access sensory and messy play activities. However, the childminder does not provide enough opportunities for younger children to express high levels of creativity and imagination through activities or resources that promote their exploration. n Children enjoy fresh air and relish their time outdoors. They giggle as they enthusiastically roll balls to knock over cardboard tubing used as skittles. However, the childminder does not fully plan to promote learning outside, in the same way as indoors, to fully support those children who prefer outdoor learning.

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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 strengthen learning opportunities for outdoor play to support those who prefer to learn outside n extend opportunities for children to develop higher levels of imagination, exploration and creativity.

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Setting details

Unique reference number 2697090 Local authority Essex Inspection number 10388465 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 12 Number of children on roll 19 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Canvey Island, Essex. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. The childminder provides government funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that 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 childminder explained her intentions for the children's development and how she plans and implements the educational programme. n The inspector spoke to children during the inspection and took account of the views of parents through reading written testimonials. n The inspector looked at a sample of the childminder's documents. This included evidence about suitability and training.

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Inspection activities

4 April 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

4 April 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

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

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