Childminder in Southend on Sea

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children thoroughly enjoy their time with this kind and caring childminder. They show great positivity as they engage in the rich and varied activities on offer. Children welcome visitors with confidence and offer them an 'ice cream' from their cafe. The childminder gently encourages children to share their names and how old they are.

p.2

The provision is good

The childminder provides care that is warm and responsive. Children sit patiently on the sofa as they wait for the childminder to read them a story. They lovingly save her a space and they snuggle into her to enjoy a familiar story. The childminder demonstrates a deep knowledge of each child. She uses this to plan tailored learning experiences that stretch and challenge children's ideas and thinking.

p.2

The provision is good

Children show good manners. They say, please and thank you with minimal prompting. The childminder acts as a positive role model and praises children for sharing and taking turns. She carefully plans opportunities, using a smaller amount of resources for children to learn to share. This helps children to develop the ability to wait for their turn and consider the needs of others.

p.2

need to do better?

n The childminder provides children with a broad range of experiences that deepen and extend their knowledge and skill. She has a good awareness of the importance of the prime areas of learning and how the specific areas enrich these. The childminder shows a deep knowledge of the children's unique learning styles and how to support these through the extensive and well-planned experiences. As a result, children are becoming curious learners and show enquiring minds. n Children are knowing more and remembering more. They recall which ingredients they need to make play dough. Children measure out quantity and correctly name the ingredients. They show confidence in mathematical concepts, such as more and less and empty and full. Children count their friends and correctly tell the childminder how many pieces of dough she needs to share out. n Storytelling is used incredibly well to develop and broaden children's vocabulary.

p.2

need to do better?

Children show a deep love of books and stories. The childminder helps children to extend their interest in reading through introducing the book of the week. Children use their 'telescopes' to look up and down and left to right as they enjoy hearing the story 'Shark in the Park'. n Generally, children behave well and show kindness and consideration to their friends. On occasion, the childminder does not recognise when children need support to regulate their feelings and emotions. This leads to children sometimes

p.2

need to do better?

9 June 2025 becoming disengaged from learning as they try to manage big feelings and emotions by themselves. n The childminder engages well with children as she helps them search for snails outside. Together, they make ice cream in the sand. Children lead their own play and learning. They follow ideas such as creating an obstacle course. Sometimes, the childminder does not consider how to adapt activities that support all children through high-quality interactions, particularly those who are less confident. Nevertheless, all children access periods of deep and meaningful learning that supports them to make good progress. n Partnership working is highly effective in supporting children. The childminder works with the local schools and other provisions that children attend, which helps to ensure that the move to school is seamless for children. This collaborative approach helps children to make consistent progress in their

p.2

need to do better?

learning and development. n Parents praise the childminder. They particularly appreciate the additional support and guidance about how to support children's learning at home. They feel very well informed and involved in their children's learning. Parents enjoy the extra touches, such as the book bags children take home and coffee mornings, where they can meet other parents. This strong partnership supports children's learning and development, both at home and in the setting. n The childminder is highly reflective. She engages with the local authority and evaluates her practice regularly. Parents' views are captured and children's progress reviewed to measure the impact of the curriculum and her teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support children to develop an understanding of a range of feelings and emotions, to help them self-regulate their behaviour, and remain engaged in their learning n consider ways to support children who are less confident to receive the same high-quality sustained learning experiences as children who are more confident in their engagement with adults.

p.3

Setting details

Unique reference number EY241144 Local authority Southend-on-Sea Inspection number 10392187 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 8 August 2019

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Leigh-on-Sea. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early years education for all eligible children.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the interactions between the childminder and children, both indoors and outdoors. n Children talked to the inspector. n The childminder talked to the inspector about her curriculum and what she wants children to learn.

p.4

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.

p.4

Inspection activities

9 June 2025 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6