Gander, Karen Louise

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

p.1

The provision is outstanding

Children are at the heart of this exquisite setting. The childminder welcomes children with a warm smile and invites them in the meaningful and inspirational environment she created just for them. She carefully considers children's interests, abilities and needs when planning a wide array of stimulating activities. Children settle incredibly quickly and navigate their learning provision with ease and confidence. The kind childminder creates opportunities for children to make their own choices. For example, at breakfast time, the childminder encourages children to pour their own cereals and milk to build on their hand-eye coordination, while talking about healthy and favourite food.

p.2

The provision is outstanding

The nurturing childminder has very high expectations of children. She guides them to follow the setting's routines and boundaries using specific songs, such as 'tidy up' song and 'wash your hands' song. Children behave incredibly well and display high levels of respect and consideration towards the adults and their peers.

p.2

The provision is outstanding

The childminder shares great pride in children's achievements. She offers praise and affirmation and children feel valued and appreciated during their time at this setting. She inspires children to be determined and persevere when challenges occur. The childminder understands children's background and provides meaningful learning opportunities as well as trips and outings to enrich their overall experiences and prepare them for the next stages of their education. As a result, children quickly develop skills needed to become positive and independent learners.

p.2

need to do better?

n The childminder is very skilled and experienced. She has a very clear understanding of what she wants children to learn. The childminder completes regular observations and progress assessments that she shares with the parents. She is inspirational and creates a rich and robust curriculum that is extremely well-sequenced. This combined with unique teaching strategies consistently implemented at her setting, mean that children benefit from strong educational programmes and make rapid and exceptional progress in their learning. n The childminder values the importance of promoting effective communication and language skills at her setting. She continuously engages children in meaningful discussions and conversations about what they are doing, while teaching younger children new words to enrich their vocabulary. For example, when children display an interest towards animals, the caring childminder teaches them new words, such as 'rhino' and 'chimpanzee'. She also explains the

p.2

need to do better?

difference between a lion and a tiger, and talks about the giraffe's main features. Children are mesmerised and quickly become engrossed in role play with their peers, strengthening their imaginative skills and social interactions.

p.2

need to do better?

1 July 2025 n To build on children's fine motor skills, the childminder encourages them to use small brushes to wash cars. First, she involves children in making soapy water. With support from the kind childminder, children practise their pouring skills and stir the mixture, while talking about the smell and observing the bubbles created. Children also learn how to effectively fill and operate the water sprays. Children display high levels of fascination and energy as they concentrate intently to also observe and learn the difference between 'float' and 'sink'. This helps develop children's understanding of the world and thinking skills. n The experienced childminder supports children develop their sense of exploration and discovery. In the garden, children have an amazing time exploring the bikes and trikes to build on their gross motor skills. They use the water sprays to pretend to be 'washing' the bikes, to develop a great sense of

p.2

need to do better?

responsibility. The childminder also encourages children to explore the paddling pool and use fishing nets to 'catch' various sea creatures. As children focus to effectively use the fishing nets, the childminder prompts them to name the resources they collected and count them to further develop their mathematical skills. Children laugh and giggle with excitement displaying very high levels of energy and enthusiasm. n The childminder is very ambitious. She is committed and dedicated to improving her practice and skills to deliver high levels of care and education and unique learning experiences for the children. She has formed robust relationships with other childminders and professionals with whom she collaborates to better support children's learning and development. n Partnerships with parents are extremely positive. She organises regular meetings and events where parents have opportunities to actively become involved in

p.3

need to do better?

their children's learning and discuss their children's attainment in greater detail.

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

Setting details

Unique reference number 2741133 Local authority Southend-on-Sea Inspection number 10408858 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 9 Number of children on roll 14 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She operates all year round from 8am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder works with two co-childminders. She hold an early years qualification at level 6. The childminder provides funded early education for all eligible children.

p.4

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.

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

1 July 2025 1 July 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