Jarvis, Rebecca

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 provides meaningful and real-life experiences. Themes such as 'National Shark Week' are creatively woven throughout activities, offering children hands-on opportunities, such as sensory trays, shape-based crafts and examining real shark teeth. These engaging experiences embed key concepts, such as counting, scientific exploration and shape recognition. As a result, children are curious and eager to get involved with activities. The childminder responds to children's interests and attention levels well, adjusting activities to maintain engagement while incorporating learning goals. Therefore, children remain focused and motivated to learn through hands-on experiences while developing creativity and sustained focus. Parental involvement is meaningfully encouraged. Families are invited to contribute items connected to weekly topics, such as locally found sharks' teeth or books. This builds a bridge between home and the setting while giving

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The provision is good

children a sense of pride and ownership in their learning. Understanding and enthusiasm are promoted as children explore topics that are made more relevant and exciting through their family's contributions.

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The provision is good

The childminder recognises when children are tired, frustrated or disengaged and responds calmly and appropriately, offering comfort, redirection or new activities. Her approach is warm, consistent and respectful, helping children feel safe, valued and supported. The childminder is highly responsive to children's sensory needs, providing regular opportunities for sensory exploration, for example allowing children to lay on the floor to feel music vibrations. These activities support emotional well-being and sensory regulation. Children make significant progress from struggling with separation anxiety and being non-verbal, to entering the setting with confidence, participating in play with peers and expressing themselves through signing.

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need to do better?

n The use of a local food waste service helps address food insecurity, ensuring all children have regular access to healthy snacks, such as fruit. This initiative supports children's health, concentration and energy levels, while also teaching them values around sustainability and community care. n Children learn about hygiene through regular handwashing routines and the use of hand sanitiser. These consistent practices instil lifelong habits that help prevent the spread of germs and illnesses, fostering a clean and healthy environment. Children are empowered to take responsibility for their hygiene while gaining independence and awareness of self-care. n The childminder ensures learning is continuous for children who do not have regular attendance. One-to-one sessions and targeted interactions help children catch up on missed experiences, promoting a sense of inclusion and ensuring

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need to do better?

16 July 2025 continuity of learning. Frequent communication with families helps to keep learning consistent between home and the setting, ensuring that strategies remain relevant and effective. This results in children making good progress. n The childminder skilfully facilitates language-rich interactions. Children practise using descriptive language, reasoning and comparison skills, such as counting how many eyes they have compared to animals. These conversations build vocabulary and communication skills but also encourage confidence in speaking and sharing ideas. n The wide range of experiences offered, such as forest school sessions and 'rhyme time', are valued by families and have a meaningful impact on children's development. Parents have noticed 'significant improvements' in their children's communication skills. Families remark on how children engage in meaningful conversations and enjoy singing counting songs with accompanying actions. The

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need to do better?

language-rich activities build vocabulary and while boosting children's confidence to express themselves and interact socially. n Children confidently approach and share their play interests with unfamiliar adults. They have a strong sense of security and the ability to express preferences, indicating well-being and positive self-identity. Their willingness to share storybooks reflects the children's social confidence, empathy and communication skills. n The childminder models and encourages respectful social behaviours, calmly supporting conflict resolution and emotional regulation in a way that children respond well to. As a result, children learn how to manage their emotions, resolve conflicts calmly and develop positive, respectful relationships with others that support future interactions. n The provider reflects honestly on the effectiveness of activities, acknowledging when they do not engage children for long. She considers the developmental

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need to do better?

stages of children involved and thoughtfully suggests improvements for the future. This reflective practice ensures that activities remain developmentally appropriate and engaging. Therefore, children are resilient and enthusiastic learners. n While the childminder offers guided creative tasks, such as sticking activities, these sometimes follow a template, which limits opportunities for children's open-ended exploration and interpretation.

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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:

16 July 2025 n provide more opportunities for children to express themselves and be creative to allow for their own interpretation of the world.

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Setting details

Unique reference number EY547885 Local authority Essex Inspection number 10398049 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 8 Date of previous inspection 1 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Brightlingsea, Essex. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays agreed in advance. The childminder holds an early years qualification at level 3. The childminder provides government funded childcare for all eligible children

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector and the childminder carried out a joint observation of a communication and language activity. n Children spoke with the inspector during the inspection. n The childminder spoke to the inspector about how they support children with special educational needs and/or disabilities. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between staff/the childminder and the children. n Parents shared their views of the setting with the inspector.

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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

16 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

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