Childminder EY337778

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 excitedly and purposefully explore the vast array of high-quality resources that the childminder rotates to consider children's changing interests and seasonal themes. Children benefit from the continuous freedom to choose whether they prefer to play and learn indoors or outdoors. The childminder ensures the inclusivity of planned activities to ensure the maximum enjoyment and participation of all children. For example, younger children delight in helping their older peers glue fresh flowers onto a large picture because it is positioned at a low level on the grass. The childminder and her assistants are excellent role models of positive behaviours. During the activity, children independently give space to their peers to have a go. This highlights that children are learning to accept the needs of others and are developing important social communication skills such as turn-taking.

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The provision is good

The childminder makes good use of outings in the community to enrich her curriculum and broaden children's knowledge of the environment they live in. In community activities such as play groups, zoo visits, and trips to the local parks, children develop strong social skills and confidence. The childminder uses these experiences to help children develop an understanding of safety, such as holding hands when walking and crossing roads safely with an adult.

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need to do better?

n The highly experienced and skilful childminder has a clear knowledge of her curriculum intent. She sequences learning in fun ways to help children gradually become competent in new skills. For example, children are provided with opportunities to strengthen the small muscles in their hands and develop their hand-eye coordination while practising to tie knots and manipulating dough. This supports children's later writing skills to prepare them for school. n The childminder gathers in depth information from parents before they start. She uses this information to adapt the curriculum and ensure it is ambitious and appropriate for all children who attend. Robust and ongoing assessments of children's progress means the childminder is consistently planning to help children achieve their next steps in learning and development. n The childminder is very reflective in her teaching and offers children support

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need to do better?

when needed. She uses spontaneous moments in children's' play to ask simple questions and offers encouragement to support their problem-solving skills. For instance, when the scarecrow children made fell over in the wind, she asks children for ideas to stop this happening again. Children work out themselves that adding heavy objects to the bottom of the box will fix the issue. The childminder praises their intuitive ideas. This builds children's self-esteem and motivates further independent learning. n Overall, feedback from parents is positive. They explain that their children are

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need to do better?

13 August 2025 making good progress in all areas of their learning, particularly in their independence and self-confidence. The childminder regularly shares information with parents about their children's learning and development, as well as discussing ideas for supporting their children's learning at home. n The childminder provides a good range of opportunities for children to engage with stories, rhymes and songs. This supports children's language and communication development and love of reading. On occasion, the childminder and her assistants do not always communicate and model language well enough for children to understand the correct use of grammar. n The childminder demonstrates good knowledge of how to seek external support. She works with with speech and language therapists to ensure all children, including those with special educational needs and/or disabilities (SEND), achieve their best outcomes. The childminder and her assistants enhance their

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need to do better?

practice through relevant training, including courses focused on supporting children with SEND. n Children consistently play cooperatively, and there are continuous sounds of happiness and laughter. They display acts of kindness and show caring bonds they have made with the childminder. For example, children offer to help with daily tasks, such as collecting their water bottles to take outdoors. Children are extremely polite, kind, and consistently use good manners. The childminder and her assistants promote good manners, such as saying 'please' and 'thank you', and encourages children to do the same.

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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 consider strategies that help to demonstrate to children how to use grammar correctly.

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Setting details

Unique reference number EY337778 Local authority Essex Inspection number 10398633 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 22 Date of previous inspection 4 November 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Witham, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded early years education for all eligible children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how they ensure both indoors and outside environments are safe and suitable. n The inspector spoke with parents and also read written testimonies from parents to understand their views on the childcare setting. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how the childminder intends to plan, observe and assess children in their care. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder and took account of her reflections. n The inspector asked the childminder and her assistants questions throughout the

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Inspection activities

inspection to establish her understanding of how to safeguard children.

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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

13 August 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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