Childminder EY356481

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

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The provision is good

Children receive a home-from-home experience with this caring childminder. She collaborates closely with families to ensure that each child receives personalised care. She starts by developing trusting relationships with children and their families, working with them to find out about them. This results in a unified, nurturing environment for each child, promoting consistent learning, supporting well-being and reinforcing trust. Families describe the childminder as an extension of their own family, reflecting the genuine support and care she provides not only to the children but also to them as parents.

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The provision is good

The childminder knows the children well. She uses this knowledge to carefully plan for the children's next steps in their learning based on her observations of their development. She plans activities that reflect children's interests and support their stage of development. The childminder's curriculum promotes early literacy skills. She incorporates themed books, activities, toys and games, all based around the same story. She enriches children's comprehension of key concepts while maintaining their engagement. This method supports children's learning development effectively, encourages a love of books and reading and establishes a strong foundation for their future education.

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The provision is good

Children learn the clear rules and boundaries that the childminder establishes with them. This contributes to their harmonious learning environment. When minor conflicts arise, she responds promptly, reinforcing expectations for positive behaviour by reminding children to use 'kind hands' and to treat others with care.

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need to do better?

n The childminder creates an environment rich in language to support the development of children's communication skills. She introduces new vocabulary through regular interactions and models its use to help expand the children's language. Through meaningful conversations, she encourages children to talk about their activities and share past experiences. As a result, children confidently engage in back-and-forth dialogue with her. n Children are given opportunities to write, and they see letters and words displayed around the setting. For example, children attempt to write lists of cars on clipboards in the role-play office. Children are also encouraged to write their names on their artwork. n Overall, children's learning and development are well supported, and all children make good progress. However, some daily routines are not always organised as effectively as others. For instance, during lunch as the childminder attends to

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need to do better?

routine tasks, children talk among themselves as they wait to be served. As a result, opportunities for rich, purposeful interactions that fully extend children's

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need to do better?

17 July 2025 learning are occasionally missed. n Children learn skills to support their move on to school. From an early age, the childminder provides plenty of opportunities for them to practise essential self- care skills, such as putting on their shoes, washing their hands and using the toilet independently. Children also become comfortable with the local school setting when they join older children on the school run. This helps them to feel more confident about the transition to school later on. n Children show pride as they receive specific, descriptive praise from the childminder. This clearly communicates what they did well, reinforces positive behaviours and encourages self-reflection and self-motivation. n Children's health and well-being are successfully promoted by the childminder. She offers nutritious meals and ensures they have regular opportunities for fresh air and physical activities. Children develop an understanding of oral hygiene and

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need to do better?

recognise that healthy eating habits play a key role in keeping them well. n Children eagerly prepare themselves to go outside, showing excitement as they get ready to explore the garden. The childminder provides gentle support as they navigate the steps leading outdoors. Once outside, children enjoy a variety of play experiences, such as dressing up, caring for dolls in prams and identifying minibeasts. While outdoor play is a daily part of their routine, the activities available in the garden are not always consistently planned to fully spark or support every child's individual learning needs. n The childminder completes the statutory progress checks and regularly communicates children's learning progress to parents. Through ongoing assessment, she monitors children's progress effectively. This enables her to identify any needs, including children with special educational needs and/or disabilities, and to tailor the support accordingly.

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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 review the organisation of some daily routines to provide children with consistent engaging and purposeful interactions that support their learning n enhance outdoor planning to provide more stimulating and purposeful experiences that extend children's existing skills and knowledge.

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Setting details

Unique reference number EY356481 Local authority Essex Inspection number 10399596 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 6 December 2019

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Information about this early years setting

The childminder registered in 2007. She operates Monday to Friday, during school term time, from 7.30am until 5pm. The childminder holds an appropriate early years qualification at level 4. She works with an assistant. The childminder provides government-funded early years education 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 curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector spoke to the childminder and her assistant at convenient times throughout the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 July 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

17 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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