Sander, Puneeta

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 childminder provides a calm, welcoming and well-organised environment where children thrive. They benefit from a rich and varied learning environment, both indoors and outdoors, with access to a wide range of high-quality resources that are carefully set up by the childminder to support both child-initiated and adult-led learning. Children engage enthusiastically in a variety of sensory play activities such as sand and bubbles. They confidently remove their shoes to explore the texture of the sand with their feet and excitedly chase and pop the bubbles they create using wands

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The provision is good

The childminder is highly skilled at differentiating her teaching to meet the unique needs and abilities of children. For example, at snack time, she encourages older children to count the strawberries and younger children to feel the texture of the fruit. All children are supervised as they use knives to cut their own fruit, supporting their fine motor development.

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The provision is good

The childminder places high value on children's personal development. Children are supported to understand and manage their emotions from an early age. The childminder models positive behaviour, consistently promoting turn taking and kindness. When children become upset, the childminder offers calm, nurturing support, helping them learn to regulate their emotions. This contributes to the setting's calm and respectful atmosphere, where children behave well.

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need to do better?

n Partnerships with parents are a clear strength. Families are offered a tailored and supportive settling-in process, that include taster sessions. The childminder gathers detailed information about children's needs and routines and ensures that children's interests are reflected in the environment from the outset, helping them to settle well. Parents are invited to contribute to the life of the setting by cooking cultural meals. This inclusive approach fosters a strong sense of belonging for both children and families. n Children are highly engaged and demonstrate perseverance and enjoyment during their play. They enjoy mark making in foam and using paints to create sea life pictures. However, the childminder sometimes moves on from activities too quickly, limiting their opportunities to fully explore and consolidate learning. n Children have plenty of opportunity to build on their physical development. They

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need to do better?

use a wide range of equipment in the garden, including slides and climbing equipment. Younger children build on their core muscles as they pull themselves up onto furniture, and from a very young age learn to manage risks. For example, babies learn how to climb down the step into the garden independently and navigate confidently around the setting.

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need to do better?

9 June 2025 n Children are confident communicators. The childminder provides a continuous narrative to children to help them understand routines. This helps children to experience a language-rich environment, which helps with their speaking skills. Children use complex language as they play and communicate their needs and wishes clearly. Books are shared with children to promote a love for reading. However, the childminder has not considered how to provide further opportunities for children to explore books to enhance their literacy skills when playing outdoors. n Children benefit from strong community links and opportunities to explore the wider world. The childminder takes children on regular trips to local places of interest such as the forest, library and local shops. These outings broaden children's experiences and enhance their understanding of the environment around them. n Transitions are well planned and thoughtfully executed. The childminder works

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need to do better?

closely with local schools to support children's smooth transition to the next stage of their education. Children regularly visit the local school and attend events. They become familiar with the environment, helping them to feel confident and secure as they move on. n The childminder is dedicated to keeping her own and her staff's training up to date. She ensures all mandatory training is completed and seeks out additional, meaningful training that supports her ability to meet children's needs. A recent qualification in Early Years Leadership has strengthened her understanding of child development and enhanced her behaviour management strategies. The childminder connects with the wider professional community by attending local networks, allowing her to keep up to date with current guidance, best practice, and changes in local procedures.

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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.

p.3

should:

n allow children more time and opportunity to explore, consolidate and refine their skills when playing and learning n include more opportunities for children to develop their literacy skills in the outdoor environment.

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Setting details

Unique reference number EY346376 Local authority Essex Inspection number 10398085 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 9 Date of previous inspection 2 October 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Loughton. She works with an assistant and operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and provides funded early education for eligible children.

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Inspection activities

n The childminder and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. 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 of an activity that the assistant carried out with the children. n The children communicated with the inspector during the inspection. The inspector took account of written views from parents. n The inspector looked at relevant documentation, such as, evidence of the suitability of the childminder and a selection of other records.

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Inspection activities

9 June 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

9 June 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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