Childminder 2729534

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

p.1

The provision is good

Children show warm and secure attachments to this kind and caring childminder. The childminder showers children with love and nurture as they contentedly explore the home-from-home environment. She engages in playful games with children that lead to infectious giggles from them. The childminder captures meaningful information when children join. This includes what they can do and any cultural information about children. When children are learning English as an additional language, the childminder learns words and phrases in their first language. This helps them develop confidence and a sense of belonging.

p.2

The provision is good

Children behave well. They listen to instructions from the childminder, for example when it is time to tidy away their toys or wash their hands for lunch. The childminder praises children consistently for the choices they make. She reminds children frequently of her expectations, such as walking inside. This supports children to develop a clear understanding of expected behaviours.

p.2

The provision is good

The childminder has designed a thoughtful curriculum that supports children to make progress across all seven areas of learning. She skilfully balances her teaching to provide high-quality interactions across all ages that excite and motivate children to play. For example, she engages babies in back-and-forth chat as they explore toy phones and holds meaningful discussions with older children as they build towers.

p.2

need to do better?

n The childminder supports children to become confident communicators. She uses clear narration as children play, introducing a range of new and interesting vocabulary. For example, when children pretend to eat apples, the childminder describes them as 'juicy' and 'crunchy'. This supports children to build a broad vocabulary that strengthens their use of spoken language. n The childminder supports children to develop their mathematical awareness. Children stack blocks to create tall towers and explore which blocks are bigger and smaller. They hear mathematical language throughout the day. For example, as they climb stairs the childminder takes the opportunity to practise counting. n Children are curious about their environment. The childminder provides a range of experiences that encourage exploration and discovery. Younger children develop their fascinations, such as rolling and transporting items. For example,

p.2

need to do better?

they delight in filling and emptying bags and containers with items. As they post shapes into boxes, the childminder promotes problem-solving as children match the correct shapes to the posting holes. n Children show a love of books and stories. They become deeply engaged in familiar books as they explore the pictures. The childminder points out pictures

p.2

need to do better?

19 September 2025 and names animals such as ducks and cows. The childminder connects classic fairy tales to other learning experiences, such as helping children learn concepts such as small, medium and large. This helps to engage children in fun and meaningful learning. n Children are physically active. They show high levels of energy as they use the apparatus in the local playground. The childminder engages them in running races that promote rigorous exercise. Children develop fine motor skills through activities such as cutting and using play dough. This helps to develop the strength in their hands that will support later writing skills. n Independence is promoted well. The childminder encourages children to manage personal hygiene tasks such as washing their hands and toileting. Children feed themselves independently, showing good control when using cutlery. When children have a sleep, they remove their shoes before settling down on their

p.2

need to do better?

beds. n Partnerships with parents are effective. The childminder shares regular updates with parents about the progress children make. Ongoing discussions provide parents with up-to-date information about what they are learning. This enables parents to support emerging learning at home. n The childminder uses ongoing observation to recognise what children know and can do. She uses her knowledge of children to plan next steps for children. However, on occasions when children show a different interest to the planned activity, the childminder does not always enable them to continue with their investigations and develop new possible areas of development. n The childminder is committed to her work and shows passion for making a difference to children. She attends a range of training to develop her knowledge and skills. She welcomes support and advice from the local authority and evaluates the progress children make. This enables her to consistently improve

p.3

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.

p.3

should:

n develop the use of spontaneous teaching to support children's emerging interests.

p.3

Setting details

Unique reference number 2729534 Local authority Thurrock Inspection number 10399018 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022. She lives in Purfleet-on-Thames, Essex. The childminder operates her service all year round, from 7am to 7pm, Monday to Friday, except for bank and family holidays. She provides government-funded early education for eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage 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 observed the interactions between the childminder and the children. 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.

p.4

Inspection activities

19 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

19 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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