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 Good

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The provision is good

Children are happy, settled and eager to participate in this friendly and welcoming home environment. Their laughter and enthusiasm are infectious. This indicates strong emotional well-being. The childminder and any assistants she works with show warmth, sensitivity and attentiveness to children. There are strong attachments between the children and staff. Opportunities to make choices, such as which song to sing and where to play, empower children and promote their independence. Good manners and respect are evident at mealtimes and during collaborative play, such as when children work together to build towers. Children competently manage self-care routines. They wash their hands, find their water bottles and put on their shoes. This fosters independence and coordination. The childminder offers praise and encouragement frequently, helping to build children's confidence and motivation.

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The provision is good

The childminder provides children with good-quality learning experiences. Children are confident, motivated and engaged learners who are well supported in all areas of development. The childminder and her staff provide a well-balanced and engaging curriculum that promotes children's development across multiple areas of learning. Children enjoy activities such as singing, science-based exploration and literacy. The childminder and her staff show an understanding of how children learn best through play, repetition, exploration and interaction.

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need to do better?

n The childminder is clear about what she wants children to learn. There is a strong emphasis on emotional well-being, communication and social development. Teaching is child centred and responsive, helping children to become well-rounded individuals, confident and ready for school. n The childminder encourages children to sing songs, respond to instructions and take part in discussions. This supports both children's listening and expressive language skills. During circle time, children engage in opportunities for vocabulary enrichment, such as discussing the days of the week and singing 'Head, Shoulders, Knees and Toes'. n Children explore floating and sinking, demonstrating curiosity. They are beginning to grasp basic scientific concepts, such as heavy and light. They make predictions based on their observations, such as which items will float and which will sink. The childminder's use of skilled questioning during science and weather

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need to do better?

discussions encourages children to think and to verbalise their ideas. n Children engage in gross motor activities such as dancing, balancing and energetic outdoor play. They develop fine motor skills as they manipulate toys, build with magnetic tiles and turn pages in books. n Children demonstrate an early interest in letters and sounds, identifying words

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need to do better?

24 June 2025 beginning with the chosen letter of the day. Children find their name cards and proudly place them on the tree picture. Older children write their names with growing skill and accuracy. n Weather discussions show that children understand seasonal changes and how they affect daily routines, such as wearing sun cream to protect their skin. Play is accompanied by creative commentary and problem-solving prompts from the childminder and staff. Children sort purple animals into a purple house they have made, showing early sorting skills and imaginative thinking. n The childminder and her staff recognise the individual needs of children. Staff are responsive and allow children to engage on their own terms, while gently encouraging participation. However, the childminder has not fully considered how she can adapt activities to enrich learning opportunities for younger children to help them to explore independently and sustain their natural curiosity.

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need to do better?

n The childminder is viewed by parents as a dedicated caregiver who offers a warm, secure and stimulating environment. There is excellent partnership working with both parents and professionals. The childminder has built very strong, trusting relationships with families, encouraging shared communication and feedback. She facilitates good communication between settings and schools, which supports continuity of care and smooth transitions for children. n The childminder proactively identifies strengths and areas for development, regularly reflecting on her practice. She has introduced a newsletter, enhancing two-way communication and showing responsiveness to the needs of families. There is a clear commitment to strengthening relationships with families. n The childminder ensures that she and her staff continue to build their knowledge and skills to support children effectively. This includes undertaking relevant

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need to do better?

training, such as in communication and language, and play-based learning.

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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 consider how to adapt activities to enrich learning opportunities for younger children to develop their independent exploration and sustain their natural curiosity.

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Setting details

Unique reference number EY426298 Local authority Southend-on-Sea Inspection number 10392475 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 10 Date of previous inspection 27 August 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Westcliff-on-Sea, Essex. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. They both hold an appropriate early years qualification at level 3. The childminder provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder talked to the inspector about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder, her staff and the children. n Parents shared their views of the setting and the inspector took these into account.

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Inspection activities

24 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

24 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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