Childminder EY317375

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 settle well at this all-inclusive setting. The childminder and any assistant she works with create a warm and inviting atmosphere. Children arrive excited each day. They form bonds with the adults and friendships with their peers. Children express their imagination by making meals in the play kitchen. They are independent explorers and often take a lead in their play. The childminder enthusiastically sings to children. This motivates them to eagerly join in with words and actions.

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The provision is good

The childminder sets clear expectations for behaviour and children behave well. They show care and concern for others, seeking them out to play. Older children support younger children to access learning. Younger children adore learning from older children. The childminder and any assistant she works with act as strong role models for sharing and turn-taking. Children wait patiently for their turn to find their names for self-registration and share toys with others. The childminder follows consistent routines. This helps to keep the environment calm, including during transitions between activities.

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The provision is good

The childminder plans her curriculum to meet the developmental needs of children. She focuses on healthy living and self-help skills. Children learn from a young age to wash their hands, dress themselves and direct their play. Children take pride in looking after their environments. They take on responsibilities, such as tidying up activities after they have finished with them.

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need to do better?

n The childminder provides regular opportunities for children to access their local community. She takes them on adventures to local sea life centres and farms where she teaches children about the animals. Children benefit from regular outings to parks and the woods with the childminder. They can take on physical challenges and learn about wildlife. Children talk animatedly about these visits, showing what they have learnt and how much they enjoyed these special times. n The childminder creates engaging and stimulating activities for children. By observing children and engaging in conversation, she gets to know them well. The childminder uses her knowledge of how children learn to plan activities that they will enjoy and learn from. As a result, children engage for prolonged periods of time. They show high levels of focus and determination during group activities. n Children with special educational needs and/or disabilities or care needs are well

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need to do better?

supported. The childminder recognises early on when children require further support to access learning. She works closely with families and outside agencies to support processes of assessment and diagnosis. Due to this, children are well

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need to do better?

28 July 2025 supported at the setting. They make progress in all areas of learning, and go on to receive the necessary support at school. n The childminder has developed strong parent partnerships. Parents praise the childminder and any assistant she works with for being warm and supportive. They appreciate the regular updates on what children enjoy and learn each week. Once children have transitioned to school parents continue to choose for their children to attend out of school time because they value the care and support the childminder provides. n The childminder is self-reflective. She regularly builds on her skills and knowledge, as well as those of any assistant she works with through various training opportunities. The childminder regularly seeks feedback and support from other childminders and other professionals to gain skills and improve her practice. This supports her to keep her standards at good levels.

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need to do better?

n The childminder knows how children learn and plans around children's developmental targets. The childminder identifies moments to extend on children learning. This includes strong aspects of mathematics and literacy teaching each day. Children quickly become confident in recognising letters and the sounds they represent within words. They learn how to count and that numbers relate to quantities. n Overall, the childminder creates a language-rich environment as she models and repeats new words. This encourages most children to have a go and say these words, which helps to broaden their range of vocabulary. Sometimes, the childminder does not consider how she can adapt her practice to support all children in developing their vocabulary and language skills to the highest level.

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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.

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should:

n strengthen practice to fully support all children to build on their growing vocabulary and language skills.

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Setting details

Unique reference number EY317375 Local authority Essex Inspection number 10398666 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 12 Number of children on roll 15 Date of previous inspection 5 November 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Basildon, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early education for eligible children.

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Inspection activities

n The childminder joined the inspector on a learning walk of the setting to discuss the curriculum and what they want children to learn. n The inspector observed the quality of education indoors and outdoors and assessed the impact this has on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder joined the inspector for a joint observation of an activity led by the assistant. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 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

28 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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