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 warmly welcomed into this home-from-home environment by the friendly and nurturing childminder. Young children hold out their arms to instigate a cuddle with the childminder upon arrival. This shows children immediately feel safe and comfortable in the childminder's care. Gradual and bespoke setting-in procedures and gathering in-depth information from parents before children start, help children and their families transition seamlessly. The childminder is gentle in her interactions, for instance when she is using a leaf to tickle the palm of children's hands. These one-to-one calming and sensory experiences help children relax and develop swift and trusting bonds with the attentive childminder.

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The provision is good

Young children who are new to the setting continuously demonstrate they are happy learners. They become highly engaged in their choice of play and make excellent progress from their starting points. Children develop positive attitudes to learning as the childminder consistently provides meaningful praise for their efforts and achievements. The childminder considers each child's age and stage of development to ensure her praise is understood and effectively encourages these behaviours to be repeated. For example, when young children spontaneously wave goodbye to visitors, the childminder uses lots of smiling, good eye contact and an exaggerated tone of voice to praise and congratulate children on their polite manners.

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need to do better?

n The childminder uses her knowledge about children's starting points and family experiences to tailor the curriculum and teaching, providing support where it is needed the most. A large focus of her curriculum aims to promote children's social communication skills, independence and self-care skills, preparing them for school. When planning her broad curriculum, the childminder complements children's wider experiences through visits, such as to the park, playgroups and sometimes to a local forest school. n The quality of teaching is good. The childminder plans and adapts teaching in accordance with children's interests and next steps in learning. For example, during a hat printing activity children become more fascinated in feeling the paint than using flowers to dip in the paint and make prints with. Following children's lead, the childminder exchanges the hat for a flat piece of plain paper. As a result, children become intrinsically motivated to keep engaging with their

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need to do better?

play. They enjoy squelching paint in their hands and gleefully seeing the colour appear like magic as they press their hands onto the paper. n The childminder has undertaken training to improve her quality of teaching since becoming a childminder. She is also seeking further training to enhance her teaching skills and professional development. Parents are extremely happy with

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need to do better?

19 May 2025 the care and communication they receive daily about their children's care and learning. n The learning environment is purposefully thought out and planned, so the available continuous provision meets children's needs and interests, helping them to grow, learn and develop. For example, the childminder thoughtfully positions props, such as teddies, alongside children's favourite books. This provides opportunities for children to develop their imaginations in active and meaningful ways. This also fosters attention and concentration skills when children are highly engaged from the beginning to the end. n Overall, the childminder supports children to develop their independence. However, at times, opportunities to build on children's independence are not consistently encouraged. For example, children learning to feed themselves are not always provided with a spoon to practise with, to consistently increase their

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need to do better?

competence in achieving this self-care skill. n While children are washing their hands before mealtimes, the childminder sings a merry tune. This adds enjoyment to the process and children benefit from learning a short, handwashing song that reminds them what steps to take. This helps children to establish good hygiene habits from an early age. n The childminder supports young children to extend their large muscle development by encouraging them to climb and explore in the ball pool. The childminder also supports children to understand the concept of sharing by introducing language such as 'your turn', when taking it in turns to roll the balls to each other.

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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 enhance opportunities for children to develop their independence further, particularly when managing their self-care needs at mealtimes.

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Setting details

Unique reference number 2775996 Local authority Essex Inspection number 10404800 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 22 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Takeley near Bishops Stortford. She operates all year round from 7am to 7pm, Monday to Friday, except for family holidays. At times, the childminder has two assistants that work alongside her. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how they ensure both indoors and outside environments are safe and suitable. n The inspector spoke with parents to gather and to understand their views on the childcare setting. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how the childminder intends to plan, observe and assess children in their care. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder and took account of her reflections. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children.

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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

19 May 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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