Reval, Louise Karen

Reval, Louise Karen

Unique reference number (URN): EY367345 Address: 48 Spenser Way, Jaywick, Clacton-On-Sea, Essex, CO15 2QU Type: Childminder Registered with Ofsted: 22/02/2008 Registers: EYR, CCR, VCR Registered person: Reval, Louise Karen

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make notably rapid and sustained progress across the curriculum, particularly in their communication and language. For example, children independently make up their own songs and engage thoroughly in conversation. They recall past experiences, such as preparing snack for their friends.

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Achievement Strong standard

Disadvantaged children and those with special educational needs and/or disabilities, including autism, settle remarkably quickly, build confidence and develop independence. Children embed their early literacy, mathematics, physical and social skills. They explore valuable concepts such as colour, shape and number in meaningful contexts.

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Achievement Strong standard

Children demonstrate exceptional positive interactions, cooperation and care for others. They are prepared very effectively for school. Children develop an abundance of knowledge, skills and confidence to thrive in their future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm and nurturing and highly positive environment. Her expectations for behaviour and routines are clearly understood and consistently applied. Children thrive in this secure setting and engage in purposeful play. Warm and trusting relationships between the childminder and the children underpin behaviour management. The childminder responds sensitively to children's needs. She offers reassurance, calm guidance and praise that builds confidence and emotional security.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models kindness, respect and good manners, which children readily mirror. Children cooperate naturally, share resources, help one another and show genuine concern for peers. For example, they offer comfort after minor accidents and encourage others during their play. Well-established routines for mealtimes, hygiene and rest support children's exceptional independence and help them to regulate their feelings. Flexible routines ensure that children's individual needs are met, such as adjusting sleep times when children are overtired. This results in children displaying exceedingly calm and settled behaviour throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places strong emphasis on attendance and punctuality. She closely monitor patterns, maintains regular contact with families and make reasonable adjustments, such as

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Expected standard

providing transportation to support families facing health or disability-related barriers. This ensures continuity of care and learning, particularly for vulnerable children. Children display exemplary levels of confidence, sustained concentration and wonderful attitudes to learning. They leave the setting well prepared for their future education.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare and wellbeing very effectively. She creates a safe, nurturing and inclusive environment where all children thrive. There are robust care and security practices to meet children's individual needs remarkably well and ensure that they are protected thoroughly. The childminder plays clear attention to allergies, hygiene and safer eating practices. This supports children's physical health, while promoting their independence. For example, children peel and chop fruit, feed themselves and make personal choices.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships are prominent. The childminder knows children exceptionally well and responds sensitively to their emotional needs. Children seek comfort confidently when they are upset. The childminder reassures them through calm language and physical closeness, supporting close attachments and emotional security. As a result, children settle quickly, feel safe and show striking levels of confidence and trust.

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Children's welfare and wellbeing Strong standard

Routines are highly flexible and child-centred. The childminder adapts sleeping arrangements to children's needs, with monitored rest areas and regular checks, ensuring that children feel secure. Mealtimes are calm and well supervised. The childminder uses them as opportunities to promote communication, healthy choices and social interaction, making them stimulating and valuable experiences.

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Children's welfare and wellbeing Strong standard

Children learn to recognise and manage their emotions through consistent guidance and reassurance, helping them to develop resilience and understanding of their feelings. Inclusive practices ensure that children with special educational needs and/or disabilities, health needs or family challenges receive tailored support. Consequently, children are profoundly emotionally secure, physically healthy and well supported to succeed now and beyond the setting.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear curriculum intent. She prioritises children's communication, emotional wellbeing and physical development. This is shaped by the childminder's knowledge of children, families and the local community. Children become able communicators through daily singing, conversations and positive parental partnerships. The childminder monitors children's spoken language to plan what they need to learn next in this area. As a result, children, particularly those who are shy, use words instead of sounds. This boosts their confidence and engagement. The broad and sequenced curriculum embeds early literacy and mathematics. The childminder introduces concepts such as colour, shape and number into everyday activities. For example, she uses role play to support children to recognise and use these concepts in daily life. The childminder purposefully models speech and introduces vocabulary, for

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Curriculum and teaching Expected standard

example, 'squidgy' and 'chop'. This helps children to express needs and ideas clearly. The childminder develops children's social skills and emotional regulation through calm guidance, turn-taking, cooperative play and community outings, such as to water residents' gardens. Children show care, kindness and consideration for all. The childminder prioritises children's physical development through targeted gross and fine motor activities, such as manipulating play dough and practising using open-top cups. This enables children to gain strength, coordination and independence.

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Curriculum and teaching Expected standard

The childminder's clear assessment informs her teaching. She celebrates children's achievements and identifies their next steps, while differentiated approaches ensure inclusion for all children, regardless of their age or ability. Children leave the setting with confidence, independence and the knowledge and skills to thrive at school and in life. However, the childminder does not yet have effective partnership working with other settings to ensure continuity in the curriculum and children's learning.

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Inclusion Expected standard

The childminder identifies and supports all children's individual needs. She uses baseline assessments and daily observations to inform targeted support, such as modelling correct language for children developing their speech and using play dough to enhance their fine motor skills, regulation of their feelings and creativity. Flexible routines enable children to rest or engage at their own pace, supporting their wellbeing and engagement fully.

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Inclusion Expected standard

The childminder, her assistants and the children celebrate achievements collectively. This builds all children's confidence and motivation. For example, children proudly share puzzles or artwork they have completed. The childminder reduces barriers through practical adaptations, including appropriate seating. She provides ideas for healthy lunchbox contents for deprived families and uses differentiated tools to promote children's independence, healthy choices and confidence. The childminder uses early years pupil premium funding effectively to support children's learning and development. For example, she has purchased resources, such as magnets, to engage children in sensory exploration, concentration and social interaction. This helps children to build relationships and develop key skills through activities they enjoy.

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Inclusion Expected standard

The childminder uses multi-cultural resources and community visits with older neighbours to encourage children to develop respect, social awareness and curiosity. As a result, children demonstrate positive social interactions and readiness for the next stage of learning. Partnerships with families and external professionals, such as health visitors, ensure tailored support for children with special educational needs and/or disabilities, including autism. However, partnership working with other providers is not always consistent. This occasionally limits the continuity of support for some children who attend additional childcare settings.

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Inclusion Expected standard

The childminder uses targeted training and reflective practice to implement a graduated approach consistently. This enables her to identify children's needs early and adapt provision effectively.

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Leadership and governance Expected standard

The childminder implements effective leadership and governance. She creates a safe and well-managed environment that directly benefits children's learning and wellbeing. Robust safeguarding is embedded. For example, doors are kept locked, visitors sign in and her assistants hold up-to-date first-aid and safeguarding training. The childminder closely monitors children's attendance to ensure that all children receive consistent and flexible care.

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Leadership and governance Expected standard

The childminder supports her assistants through induction, ongoing safeguarding training and gaining qualifications. This enables the childminder and her assistants to model professional practice. They celebrate children's achievements. Respectful interactions are evident as children share, cooperate and express curiosity in role play and outdoor activities.

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Leadership and governance Expected standard

Partnerships with parents and carers are very effective, supported via electronic communication and daily verbal feedback. The childminder demonstrates self-reflection and clear plans to further strengthen practice, particularly around outdoor learning, curriculum breadth and staff development. However, she has not yet considered how to strengthen communication with other settings children attend.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are cared for in a safe, calm and nurturing environment, where positive relationships underpin everything. The childminder implements clear routines, close supervision on outings and sensitive emotional support to help children to feel secure. As a result, children arrive confidently, separate easily from their parents and carers and settle quickly into play.

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What it's like to be a child at this setting

Children develop positive social skills through inclusive practice and consistent guidance. They learn alongside their peers and receive support to take turns, share resources and respect personal space. For example, the childminder gently extends older children's learning through adapted adult-led activities, such as using scissors safely, while younger children access age-appropriate alternatives. Children with special educational needs and/or disabilities are fully included. The childminder use practical strategies, such as holding their hands on outings, quiet spaces for regulation and clear explanations. This helps children to manage their sensory, emotional and behavioural needs.

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What it's like to be a child at this setting

Children enjoy learning and are highly engaged. Communication is prominent throughout the setting. The childminder models language throughout the day. She records children's emerging speech to share with parents. She reinforces children's learning through singing, stories and music sessions using exciting resources, such as audio players. Children eagerly join in singing and dancing, developing confidence and their vocabulary. Books are readily available, and children enjoy sharing stories during calm and affectionate moments.

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What it's like to be a child at this setting

Children achieve well from their individual starting points. The childminder's regular assessments ensure that children's next steps are clear and focused, particularly for children who are younger or more vulnerable. Practical support, such as providing opportunities for tummy time, space to practise walking and one-to-one interactions, helps children to build their physical skills and confidence. The childminder ensures strong partnerships with parents, including providing daily diaries and digital communication to

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Inspector:

Laura Paternoster support continuity of children's learning at home. This helps parents to reinforce their children's learning at home. This leads to improved continuity, quicker progress and children who feel secure, well supported and ready for their next stage of learning.

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Next steps

The childminder should strengthen communication with other settings children attend or have attended to share information about children's progress, and gaps and next steps in their development, to ensure continuity in learning and consistent support for all children.

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About this inspection

The inspector spoke with the childminder, her assistant, the children and their parents and carers during the inspection.

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About this inspection

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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Address:

48 Spenser Way Jaywick Clacton-On-Sea Essex CO15 2QU

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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