Murkin, Nicola Jayne

Murkin, Nicola Jayne

Unique reference number (URN): EY432013 Address: 16 Sharnbrook, Shoeburyness, Southend-On-Sea, SS3 8YE Type: Childminder Registered with Ofsted: 18/07/2011 Registers: EYR, CCR, VCR Registered person: Murkin, Nicola Jayne

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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 Expected standard

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, make steady progress from their individual starting points. Younger children develop their gross motor skills by crawling and pulling themselves up into standing, helping them grow in confidence, coordination and independence. Older children enjoy spending longer periods on both adult-led and self- chosen activities, building their concentration, problem-solving skills, language and early mathematical understanding.

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Achievement Expected standard

Next steps are identified for each child, such as practising fastening coats, managing personal care and taking turns, which supports independence, social skills and readiness for school. Observations and progress records are shared with parents, allowing learning to be supported both at home and in the setting. This approach helps children develop the skills, confidence and curiosity they need to enjoy learning and thrive as they move to the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance through clear communication with families and consistent daily routines. As a result, children arrive settled and ready to take part in learning and play, benefiting from continuous experiences that help them feel safe, secure and part of the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages positive behaviour and constructive attitudes to learning. Everyday routines, such as handwashing before meals and tidying up toys, help children understand expectations, develop responsibility and feel confident in the setting. Older children are encouraged to act as role models for younger ones, promoting cooperation, social responsibility and teamwork.

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Behaviour, attitudes and establishing routines Expected standard

Rules and boundaries are communicated clearly in language that children can understand, helping them know what is expected and why. The childminder maintains a calm, organised and supportive environment, enabling children to feel confident, understand expectations and engage fully in learning and play.

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Behaviour, attitudes and establishing routines Expected standard

However, while behaviour is generally well managed, children are sometimes guided quickly through challenges rather than being supported to work through them independently. This can limit opportunities for older children to develop self-regulation and effective behaviour management skills.

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Children's welfare and wellbeing Expected standard

Children's safety, health and emotional wellbeing are a priority. Personal care routines, such as nappy changing and toileting, are handled sensitively, respecting each child's dignity. Healthy habits, including regular handwashing, balanced meals and staying hydrated, are encouraged, supporting children's physical development and understanding of health. Regular physical activities, including walks and group outings, help children build coordination, enjoy social interaction and engage with their surroundings.

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Children's welfare and wellbeing Expected standard

The childminder provides nurturing and responsive care, supporting children during settling- in and when they experience strong emotions. Children with additional needs, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, receive tailored support, so they can participate fully and develop confidence. However, children are often guided through challenges rather than being encouraged to manage their own feelings, which limits opportunities to develop self- regulation and social problem-solving skills. Older children should be given more chances to explore and cope with their own 'big feelings', helping them gain independence, resilience and readiness for school.

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Curriculum and teaching Expected standard

The curriculum helps children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, to grow in independence, communication and self-confidence while preparing for school. Activities remain flexible to follow children's interests and suit their individual stages of development. The childminder uses a calm, nurturing approach, giving children time and space to explore at their own pace. For example, during story based role play, children are encouraged to join in with repeated phrases, moving from listening to taking an active role, which supports both their understanding and participation.

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Curriculum and teaching Expected standard

Younger children are supported to develop their physical skills as they crawl and explore, while older children strengthen fine motor skills and early mathematical understanding through puzzles and problem-solving activities. The childminder also encourages social and emotional growth, helping children form friendships, share and engage positively with learning.

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Curriculum and teaching Expected standard

Professional development is valued and reflected in practice. Recent training in areas such as loose parts play and oral health has informed a wide range of engaging experiences. Activities are tailored to each child's ability, helping them feel successful, build resilience and enjoy learning.

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Inclusion Expected standard

The childminder is committed to ensuring that every child feels valued and able to take part fully in learning and play. She builds strong relationships with families from the start, gaining a clear understanding of each child's needs, interests and starting points. Assessment is ongoing, with a written summary shared with parents at the end of each term. Next steps are agreed together and used to plan activities. Purposeful interactions, particularly to support language development, help children build securely on what they already know and can do.

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Inclusion Expected standard

Individual needs are identified through regular observation and discussion with families. The childminder pays close attention to children's emotional and social needs, offering reassurance and guidance for those who require additional support, especially children with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Activities are carefully adapted, so all children can participate and feel successful. Children are supported, so they feel included, valued and able to do their best. Their development is checked regularly and shared with parents to make sure the right help is in place. When needed, advice is sought from other professionals to make sure each child receives the support that suits them best.

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Inclusion Expected standard

Effective two-way communication ensures that families feel involved and confident in supporting their child's learning at home. Details about useful local services are also shared. Although the childminder offers thoughtful support to families who may experience disadvantage, her knowledge of the early years pupil premium is still developing. Consequently, this additional funding, which could further enhance opportunities for eligible children, is not currently being accessed.

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Leadership and governance Expected standard

Leadership in the setting is thoughtful, purposeful and focused on improving experiences for all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. The childminder regularly reviews how the setting operates, identifies areas to develop and sets clear goals for improvement. Training and professional networks bring the latest guidance and good practice into the setting, enhancing children's learning, care and overall development. Strong partnerships with parents keep them well informed about their child's progress and routines, supporting consistency between home and the setting. Positive links with local schools also help children transition smoothly to the next stage of their education.

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Leadership and governance Expected standard

The childminder's organised and reflective approach ensures that the setting runs efficiently, creating a nurturing environment where children feel supported, secure and able to thrive. Since the last inspection, the childminder has strengthened her leadership further by reviewing children's starting points and agreeing next steps with parents, making sure activities and support are tailored to each child's needs and helping them make the best possible progress.

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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

From the moment children arrive, they appear cheerful, settled and secure within this nurturing childminding environment. They quickly form close, trusting relationships with the childminder, which enable them to confidently explore their surroundings and engage in meaningful play. Children are encouraged to make choices about their activities, developing independence, decision-making and responsibility. For instance, they creatively use everyday resources to invent imaginative feasts, transforming objects into plates, food and cutlery. This not only enhances language, imagination and early literacy skills but also supports collaborative play.

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

In addition to rich experiences within the setting, children participate in community outings, such as local walks and visits to toddler groups. These activities broaden their understanding of the world, reinforce social development and provide opportunities to practise road safety. Independence is developed through daily routines, such as self-feeding and managing personal care, equipping children with practical skills and confidence for their eventual transition to school.

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

The childminder has established a safe, stimulating and supportive environment where children feel valued, secure and motivated to explore and learn. A strong sense of belonging is evident as children generally express their ideas and emotions well, confident that they will be understood and supported. Through a blend of nurturing care, structured routines

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Address:

16 Sharnbrook Shoeburyness Southend-On-Sea SS3 8YE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 and opportunities for choice, children are happy, confident and well prepared for the next stages of their development and learning.

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Next steps

The childminder should support older children in gaining the skills required to understand and manage their own emotions and behaviour. The childminder should improve her understanding of and access to additional funding, such as the early years pupil premium, to better support disadvantaged families.

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About this inspection

The inspector spoke with the childminder, the children and the parents 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. Local authority: Southend-on-Sea

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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. 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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