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 at this setting. They arrive smiling and separate from their parents with ease. The childminder creates a warm and dynamic environment. She knows the children incredibly well and provides activities and resources of interest to them. For example, when children arrive holding their favourite dinosaur toy, the childminder promptly brings out a large selection of dinosaur toys. Children quickly become engrossed and fascinated by these, displaying high levels of energy and enthusiasm. As a result, children settle rapidly and navigate their learning provision with confidence.

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The provision is good

The childminder is very warm and supportive. She is very intuitive of children's needs and has formed fond relationships with them. The childminder has very high expectations of children. She guides them and reassures them through challenging situations. Children therefore behave exceptionally well and are very respectful towards peers and adults.

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The provision is good

The childminder always offers children meaningful opportunities to make informed decisions about what they would like to access and explore next. She often organises trips to local parks and libraries or meetings with other childminders from the local community to enrich children's learning and social experiences. The childminder recognises children's achievements and offers praise and affirmation. This helps children become positive and resilient learners.

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need to do better?

n The childminder is very experienced. She has very good knowledge and understanding of children's learning and development. The childminder implements effective systems to track children's progress, such as completing daily observations, next steps and monthly assessments. She also completes daily diaries that she shares with the parents. However, at times, the childminder does not consider how the planning of activities will consistently challenge and extend children's learning. n The childminder is very calm and supportive. She prompts children to engage in meaningful activities to practise their early writing skills in preparation for school. For example, when children express an interest in writing their names, the childminder guides them through effective pencil control, then recalling the sounds and letters of their name in the correct order. Children concentrate intently and show high levels of determination and perseverance. At the end, the

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need to do better?

childminder praises children for their efforts which positively contributes to their emotional development. n The childminder provides children with fun and exciting opportunities to further develop their mathematical skills. She encourages them to play a game of cards

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need to do better?

18 June 2025 to assign numerals to quantities and recognise numerals. The warm and nurturing childminder guides and explains to the children how to recognise the difference between number six and number nine. As a result, children quickly learn to tell the difference, feeling accomplished in this learning. n Children have opportunities to develop their understanding of the world and imaginative skills. When they show a particular interest in dinosaurs, the childminder engages them in discussions and conversations about various dinosaurs' specific features. As children confidently name and describe most dinosaurs, the childminder then prompts them to sort them into 'carnivores' and 'herbivores'. Children follow the childminder's instructions and group them correctly to build on their problem-solving skills. Furthermore, the childminder then encourages them to use magnets to build a structure for the dinosaurs. As

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need to do better?

children meticulously place the magnet pieces one on top of the other, the childminder asks them questions about what they are doing. This also supports children's fine motor skills and hand-to-eye coordination. n The childminder is very reflective. She has a clear vision for her setting and is committed to offering children the best start to their early education. She has formed effective relationships with other childminders from the local area with whom she collaborates at a professional and social level. However, the childminder does not make the most of ongoing training opportunities to update her existing knowledge and skills. n Partnerships with parents are effective. The childminder provides relevant information about their children's learning. She takes into account parents' views and implements them into her daily practice and routines. Parents feel comfortable and reassured to seek her out for further support to benefit their

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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 the planning of activities to ensure children's learning is consistently challenged and extended n review and use training opportunities to update and extend existing skills and knowledge.

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Setting details

Unique reference number EY300408 Local authority Thurrock Inspection number 10392175 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 8 August 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Stanford-le-Hope, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early years education for all eligible children.

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Inspection activities

n The childminder showed the inspector around the setting. They discussed how the curriculum is organised and what they want children to learn. n The inspector observed the quality of teaching and education and assessed the impact this has on children's learning. n Children spoke with the inspector about the activities they were doing. n The inspector held a meeting with the childminder. She looked at relevant documentation and reviewed evidence of suitability to work with 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

18 June 2025 18 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

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

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