Childminder 2726829

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children experience a rich and well-balanced curriculum that promotes all areas of learning through purposeful play. Interactions from the childminder and those who work with her are warm, responsive and extend learning effectively. The childminder fosters a nurturing environment where good values, such as kindness and sharing, are promoted. Children behave well and show a developing understanding of rules.

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The provision is good

The childminder helps children develop an understanding of the impact their actions have on others. For example, when children bump into each other in the soft play area, this is used as a teaching opportunity. Children are reminded about being careful of their friends, helping to promote empathy. When children forget the rules, gentle reminders and positive reinforcement from the childminder help them reflect on their behaviour and choices. Resources, such as the calm corner, help children to understand and regulate their emotions.

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The provision is good

A strong emphasis is placed on promoting independence. The childminder supports children to develop good self-care habits. Children independently use the bathroom, wash their hands and drink regularly from their water bottles. This demonstrates age-appropriate awareness of their health and well-being. Children's confidence is built through meaningful experiences, including discussions about personal interests and achievements. Children's home lives are reflected in the setting through a family wall of photos. These connections help children feel valued and secure, which contributes to their growing sense of self.

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need to do better?

n The childminder has a clearly defined and ambitious curriculum intent that is firmly rooted in supporting children's all-round development. The curriculum is designed to equip children with the essential skills they need for life, school readiness and personal well-being. n The childminder prioritises the development of communication and language skills. This is supported through a rich variety of activities, including story sacks and song time. The childminder and those who work with her engage children in interactive storytelling and vocabulary building experiences. These are carefully linked to broader curriculum themes. For example, they learn about pilots and aviation on Emilia Earhart Day. n The curriculum includes opportunities for children to explore nature and the environment. Children engage in hands-on experiences such as growing beans and strawberries. Children benefit from a range of meaningful learning

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need to do better?

experiences that promote curiosity. Activities such as creating gliders from craft materials spark children's imagination and scientific thinking about how

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need to do better?

24 July 2025 aeroplanes fly. n Children are supported to develop their fine motor skills. They enjoy activities such as using pipettes to transfer coloured water between trays. 'Dough-disco' sessions are used effectively to build children's finger strength, rhythm and the ability to follow instructions. This supports their emerging writing skills. n Children show high levels of energy and engagement in their play. They are given appropriate opportunities to be physically active, such as in soft play and on the trampoline. The childminder and those who work with her support children to take appropriate risks, encouraging independence while maintaining a strong focus on safety. For example, they make sure they zip up the trampoline before use. n The environment is stimulating, and the childminder and those who work with her are responsive to children's interests. For example, in the water trays, children notice changes in colour. This prompts exploration and discussion about

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need to do better?

how colours change when mixed together. Those who work with the childminder encourage children's thinking skills. However, sometimes they do not model how to find out more information through co-research, for example when children ask questions such as why a giraffe has a black tongue. n Curriculum enrichment is evident through imaginative themes, such as 'Miles the travelling monkey,' a familiar character who goes on adventures with children and their families. Children learn about new places and events, such as holidays or hospital visits, linking personal experiences to wider learning. n Parents comment on the childminder's exceptional dedication, professionalism and attentiveness. Communication with families is described as 'excellent,' with regular updates and a strong partnership approach. n The childminder prioritises staff development. She has implemented a robust training programme that supports both the curriculum and safeguarding.

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need to do better?

Supervision sessions are used effectively to support staff, monitor well-being and identify areas for professional growth.

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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 recognise and respond to opportunities that help children find out new information together with adults, encouraging a sense of wonder and shared learning.

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Setting details

Unique reference number 2726829 Local authority Essex Inspection number 10398466 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 23 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She operates Monday to Friday between 7.30am and 5.30pm all year round, except bank holidays and family holidays. The childminder works with assistants. She provides government-funded early 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 foundation stage curriculum. 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.

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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

24 July 2025 24 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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