Childminder EY542538

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 has a clear and purposeful curriculum intent that focuses on developing the whole child. She prioritises personal, social and emotional development alongside key learning across all seven areas of learning. As a result, children are confident and articulate, and they demonstrate a clear sense of self. They readily share their names and describe their preferences, such as dressing up or engaging in pretend play. The childminder has developed extremely secure bonds with children. Children demonstrate how they feel safe and secure. There is a strong sense of belonging, and children show independence in routine tasks, such as dressing for outdoor play and handwashing. Children confidently show the inspector around the setting, showing delight as they describe the many areas that they enjoy.

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The provision is good

The childminder has clear aspirations for children. This includes well-developed communication and language skills, the ability to interact positively with others and a strong sense of self. These core values are embedded in daily routines and reinforced through consistent expectations and interactions. Manners, turn-taking and sharing are modelled and encouraged regularly. This supports the development of respectful and socially aware children. The provision is clearly child-led, with strong elements of independent exploration and opportunities for sustained shared thinking. Environments support children's individual interests and talents.

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need to do better?

n There is a strong emphasis on exploring nature and sustainability. Children learn about life cycles of frogs and butterflies. They engage in real world tasks, such as growing strawberries, and build dens in the newly introduced forest area. Children show a good understanding of tools and materials, as well as the role of scarecrows in protecting plants. They show intense curiosity and wonder as they search for the froglets in the pool. They question if the tadpoles now have their front and back legs. n Children are physically active throughout the day. They confidently use climbing equipment, shoot down the zip line and enjoy the swings. They demonstrate fine motor skills through activities, such as painting, water play and scooping soil. n Children use their ideas in play. They make potions, 'cook soup' in the mud kitchen and dig mud holes for the toy pigs. Children enjoy transporting materials around the garden, such as water and natural materials. This shows how well

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need to do better?

the childminder reflects children's interests and fascinations. n Children are developing their mathematical understanding. They count gems in clam shells as they explore the ocean tray. Children discuss spatial awareness when building homes with magnetic tiles. The childminder encourages number recognition and comparison through questions such as, 'How many do you

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need to do better?

2 July 2025 need?' n Children enjoy story sessions. They respond to questions and offer their contributions, thoughts and ideas. The childminder uses descriptive vocabulary such as 'shiny' and 'sparkly'. Discussions from stories are extended when children are curious about an angler fish. This shows clear development in comprehension and expressive language. n Children show high levels of creativity through painting, dressing up and imaginative play, such as doctors and hairdressing role play. The childminder supports these activities effectively with open-ended questions, allowing children to explain and develop their ideas. n Generally, children behave well. They show secure friendships and are developing important social skills, such as sharing and taking turns. The childminder reminds children to be kind to their friends when situations become challenging. However, this is not always followed up with deeper, age-

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need to do better?

appropriate conversations that help children develop empathy or an understanding of how their actions affect others. This limits children's opportunities to build emotional literacy. n Parents express a high level of satisfaction with the care and support provided by the childminder. They highlight the warm, nurturing and supportive environment she creates, saying that her setting offers not only safety and stimulation, but also a strong emotional connection for the children. Parents express deep trust and appreciation for the childminder's professionalism and communication. n The childminder has engaged extensively with professional development opportunities. This has a direct and positive impact on the quality of education and safeguarding within her setting. The childminder meets regularly with other childminders, participates in local groups and takes inspiration from outdoor settings to enhance her own provision. This benefits her professional knowledge

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need to do better?

and enriches the experiences offered to children.

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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 use reflective conversations with children during and after conflict or challenging behaviour to help them understand how their actions can influence the feelings of others.

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Setting details

Unique reference number EY542538 Local authority Essex Inspection number 10392432 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 22 August 2019

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Information about this early years setting

The childminder registered in 2017. She operates all year round, from 8am to 5.30pm, Tuesday to Thursday, except bank holidays and family holidays. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector 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 and the children. n Parents shared their views of the setting, and the inspector took account of these. n Children talked to the inspector and showed her around their favourite places.

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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

2 July 2025 2 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.

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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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