Childminder EY333074

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 nicely at this setting. The childminder carefully considers children's interests and needs when creating an engaging environment. She offers children the opportunity to make their own informed decisions about what they would like to explore next to help develop their curiosity and sense of exploration. For example, children are fascinated to explore an interactive board independently. They closely observe and work out how to operate various locks, showing high levels of determination.

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The provision is good

The childminder is very nurturing and has formed fond relationships with all children. She is attentive to their needs and offers them comfort and reassurance when required. The childminder gently guides children to follow the setting's routines and boundaries. For example, before going in the garden, she supports children to become independent in their self-help skills, such as putting shoes on. She offers children continuous praise and affirmation for their efforts, which helps them feel included and valued during their time at this setting.

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The provision is good

The childminder values enriching children's experiences and offers regular trips and outings. Children thoroughly enjoy attending playgroups where they engage in singing sessions with other children from the local community or exploring the nature in the nearby fields. This strengthens children's social interactions and broaden their understanding of the world.

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need to do better?

n The childminder has a good knowledge and understanding of children's learning and development. Effective systems to track children's progress are promptly shared with parents. The childminder plans a wide selection of activities, taking into consideration children's next steps and following specific themes and topics. However, the childminder has not considered how to adapt and differentiate the implementation of some activities to ensure that all children are consistently supported in extending their learning. n Overall, the childminder supports children to develop their language and communication skills effectively. For example, as older children explore their favourite book about a very hungry caterpillar, the childminder points and names objects in the illustrations. On occasions, however, the childminder does not use all opportunities to enrich children's vocabulary and language skills, particularly

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need to do better?

younger children's. n Older children show enthusiasm as they match fruit-themed stickers to the corresponding images in the book. The childminder models how to peel the stickers, and the children follow her instructions confidently, which supports their fine motor development and independence.

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need to do better?

18 September 2025 n The childminder actively promotes children's understanding of the importance of leading a healthy and active lifestyle. For example, by encouraging children to engage in outdoor play. In the garden, children confidently explore the large slide, which supports the development of their gross motor skills, balance, and coordination. Their giggles of excitement continue as they explore the water tray, showing high levels of curiosity and engagement. The childminder models how to fill and empty containers using spinning resources and large pipes, capturing the children's attention. Children observe closely as the water flows through the system, developing an early understanding of cause and effect. These hands-on experiences promote children's critical thinking and problem- solving skills, while also supporting fine motor development and collaborative play. n The childminder demonstrates a reflective and committed approach to her

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need to do better?

practice. She is passionate about giving children the best possible start in their early education. Effective risk assessments and policies and procedures that are implemented consistently help to ensure children's safety and welfare. n The childminder regularly completes statutory training to ensure her knowledge remains current. In addition, she has built strong professional relationships with other childminders and local practitioners. She engages in meaningful collaboration to share ideas, resources, and support. This collaborative approach helps enrich children's learning experiences. n Partnerships with parents are positive and well established. Parents praise the childminders home-from-home approach and appreciate the childminder's calm and warm nature. Tailored settling-in sessions for all children starting at this setting offer parents reassurance and confidence that their children are in 'good

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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 continue to use all opportunities to promote a language-abundant environment across the setting and enrich younger children's vocabulary n review planning of activities to ensure they are adapted and differentiated effectively so that children consistently deepen their learning across all areas of development.

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Setting details

Unique reference number EY333074 Local authority Essex Inspection number 10399230 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 7 Date of previous inspection 25 November 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Great Wakering, Essex. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 3 qualification in childcare. She provides funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector around the setting. They discussed how the curriculum is organised and what they want children to learn n The inspector observed the quality of teaching and education, and assessed the impact this has on children's learning. n Some parents spoke with the inspector and provided written feedback and the inspector took account of their views. n Children spoke with the inspector about the activities they were doing. n The inspector held a meeting with the childminder. She looked at relevant documentation and reviewed evidence of suitability to work with children.

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Inspection activities

18 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

18 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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