Childminder 128195

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 are familiar with the routines of the day and know what is expected of them. They respond promptly to the childminder's invitation to gather at the start of the day, where they greet their friends and share how they are feeling. The childminder develops children's communication abilities by teaching basic sign language. Children show what they have previously learned as they sign 'good morning'. They continue to demonstrate their knowledge and skill as they make the signs for different animals, to which the childminder responds with praise and further encouragement. Children are clearly proud of what they have achieved.

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The provision is good

Children's learning is broad and varied. They learn basic mathematical concepts. For example, when they cut a strawberry in half, the childminder explains they get two pieces. Outside, children learn about the natural world. They use magnifying glasses that the childminder has provided to search for bugs. Older two- and three- year-olds use their developing imaginations to role play. They pretend to look after their baby dolls. The childminder extends this play by suggesting children make a den. Together, the childminder and children problem-solve and use their creative thinking to complete this task.

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need to do better?

n The childminder considers how to sequence children's learning so that they can securely build on what they know and can already do. For example, she plans activities themed around a storybook that she first reads to children. During the activities, the childminder encourages children to recall the narrative and learn more about the context of the story. This helps children remember and embed their learning. n The childminder uses effective ways to support children's speech and language development. She gives children plenty of time to answer her questions, such as to name animals that they see on the pages of a book. The childminder subtly corrects children's mispronunciations by clearly repeating words back to them. This helps children learn the sounds and formation of words. n The childminder plans activities with a purpose in mind. For the most part, activities meet the learning needs of all children. However, on occasion, such as

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need to do better?

during group times, some aspects of the childminder's teaching are not consistently age appropriate. During these times, some children do not benefit as much as their peers. n The childminder helps to shape children's positive behaviour. She explains to children the impact of their actions on others, for instance that someone could be hurt if toys are thrown. This encourages children to consider what is right and to make good choices. n Children are well supported in their personal, social and emotional development.

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need to do better?

10 September 2025 The childminder is quick to respond when children are upset and uses effective methods, such as distraction, to help children regulate their emotions. The childminder builds positive and respectful relationships with all children. She praises them for their achievements and acknowledges their kind manners. This boosts children's self-esteem and feelings of pride. n The childminder promotes children's good health and hygiene. For example, she explains to children that they should wash their hands with soap to remove germs. The childminder also supports parents' understanding in this area. She shares positive messages about subjects such as sun safety and cleanliness. This helps children receive consistent messages about their personal development, both at the setting and at home. n The childminder engages in regular training and professional development opportunities. This helps her to keep up to date with important subjects,

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need to do better?

including safeguarding. The childminder has links with local and national childminding network groups. She says these groups support her well-being and give her ideas for developing her practice. n Parents say that their children have made progress since attending this childminding setting, notably in their physical development and their communication and language development. Parents thank the childminder for the help and support she offers them to develop their parenting skills.

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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 and adapt the planning of group learning times to consistently meet the learning needs of all children.

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Setting details

Unique reference number 128195 Local authority Essex Inspection number 10394826 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 4 Date of previous inspection 27 September 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Brentwood, Essex. She operates from Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early years education.

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Inspection activities

n The childminder and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector spoke to one parent during the inspection and took account of their views. n The children confidently communicated with the inspector during the inspection. n The inspector looked at relevant documentation that the childminder provided on request.

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Inspection activities

10 September 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

10 September 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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