Childminder 2732906

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

The childminder's warm and welcoming home provides children with the opportunity to be independent and make choices. The childminder creates a supportive atmosphere where children feel confident to explore. The resources are on low-level shelves and are regularly changed to encourage children's play. The childminder has close attachments to the children, who regularly come to her for a cuddle.

p.2

The provision is good

The childminder establishes clear and consistent routines in which children are actively involved. Children demonstrate their understanding and recognise when it is time to tidy up. The childminder promotes children's self-esteem effectively through regular praise and encourages positive behaviour. Children communicate their needs in a variety of ways. The childminder is highly attentive and responds promptly to support and encourage ongoing communication. This nurturing approach helps children to feel valued.

p.2

The provision is good

Children follow good hygiene practices. The childminder explains to children how to wash their hands. She describes how to rub their hands together and use their individual towel to dry them. Children like to play together and behave well. The children have fun and love to be outdoors. They experiment pushing cars down the slide and enjoy water play in the pretend kitchen.

p.2

need to do better?

n The childminder demonstrates a clear understanding of each child and their family. She uses her detailed knowledge and observations to plan effectively for individual children's learning. She tailors the curriculum to reflect children's interests and identifies next steps. This ensures that all children are well supported to develop the skills they need for the next stage in their education. n Developing children's communication and language is a focus. The childminder offers a variety of engaging books for children to explore. They turn pages, pull tabs and predict what happens next. Younger children enjoy making animal sounds when they spot familiar creatures. The childminder is attentive and uses spontaneous moments, such as a plane overhead or a miaowing cat, as opportunities to spark meaningful discussions. n The childminder is keen to expand children's vocabulary. She narrates children's play to add new words. At times, however, some of the questions she asks the

p.2

need to do better?

children are too complex and she does not always allow enough time for the children to think about their answers. Consequently, some children are not always able to fully process the question or formulate their response, which can limit opportunities for them to extend their communication skills further. n The childminder actively promotes children's physical development by providing

p.2

need to do better?

22 September 2025 a range of opportunities for them to be physically active throughout the day. She regularly takes children on walks, where they show curiosity as they explore the nearby woods. At the childminders home, activities support a range of skills. These include outdoor chalking and posting small items into a toy letter box. This helps children build coordination and confidence. n Mathematics is being introduced at a level that suits the developmental age of the children. The youngest children enjoy matching and organising resources, such as using a shape shorter. Older children are encouraged to count and recognise shapes. n The childminder demonstrates a strong commitment to her professional development. All mandatory training is up to date, and she proactively seeks out additional courses to further enhance the provision for children. The childminder maintains a safe and secure environment. She is vigilant and carries out regular

p.2

need to do better?

risk assessments and takes effective action to minimise potential hazards. n Partnerships with parents are very strong. The childminder has good systems in place to regularly share information. These include termly development reports, daily discussions, as well as uploading photos on an app for parents to view. She operates a book library and encourages children to borrow books to enjoy with their parents at home.

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 give children the time they need to consider questions and think about answers to build further on their communication and language skills n simplify language and interactions with children to help develop their speech and understanding further.

p.3

Setting details

Unique reference number 2732906 Local authority Essex Inspection number 10407481 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Mistley, Essex. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The setting provides government-funded early education for eligible children.

p.4

Inspection activities

n The childminder and the inspector discussed how the provision is organised and talked about the aims for the early years 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 The inspector spoke to children during the inspection. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector looked at a sample of the childminder's documents.

p.4

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.

p.4

Inspection activities

22 September 2025 22 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6