Anderson Cheryl

Anderson Cheryl

Unique reference number (URN): EY248247 Address: 70 Ashworth Place, Harlow, Essex, CM17 9PW Type: Childminder Registered with Ofsted: 27/11/2002 Registers: EYR, CCR, VCR Registered person: Anderson, Cheryl

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder holds significantly high expectations for every child. She forms warm, nurturing and positive relationships with all children. Their positive interactions foster a calm and purposeful atmosphere where children remain deeply engaged in their play. Daily routines are well embedded, and children develop a very clear understanding of what happens next. For example, children confidently wash their hands before snack time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. She clearly communicates the boundaries and behaviour expectations at age-appropriate levels, such as when it is appropriate for children to keep resources out of their mouth. As children explore the musical instruments, the childminder gently guides them to share resources and collaborate with their peers to make music. Children respond positively and quickly learn to behave responsibly. Additionally, they demonstrate admirable levels of respect and consideration towards peers and the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has robust systems in place to monitor children's attendance effectively. Strong communication between the childminder and parents means that all children establish positive and consistent routines.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm, welcoming environment where children feel safe, secure and ready to explore. Well-established routines help children feel confident and settled throughout the day. They enjoy exploring both the indoor and outdoor spaces safely and make independent choices about the activities they want to engage in. Children particularly enjoy outings to the local woods, where they have opportunities to experience the awe and wonder of the natural world.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy habits effectively. She encourages children to wash their hands independently and helps them make healthy snack choices. Children take pride in helping to prepare their snacks, such as safely cutting strawberries and bananas with gentle guidance from the childminder. They show clear satisfaction and growing independence as they practise these skills.

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Children's welfare and wellbeing Strong standard

Warm, trusting relationships are evident between the childminder and the children. She consistently encourages them to recognise and express their emotions and provides comfort and reassurance when they experience strong feelings, such as frustration. As a result, children develop a secure sense of emotional wellbeing and feel supported in managing their emotions confidently.

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Achievement Expected standard

Overall, children achieve well from their starting points across all areas of learning. Gaps in their development are closing. However, younger children need more help in sustaining their attention for extended periods to make greater progress in their learning.

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Achievement Expected standard

Children acquire the age-appropriate skills and knowledge they need to move confidently from one stage of education to the next. For example, children are able to count in sequence and can confidently name colours and shapes. They learn new vocabulary quickly and increasingly participate in conversations and discussions with both the childminder and their peers. In addition, children show growing control and precision when using resources such as musical instruments and other props, demonstrating strong progress in their physical and creative development.

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Curriculum and teaching Expected standard

The childminder has a well-defined understanding of what she wants children to learn and designs a curriculum that covers all areas of learning. She intends to equip children with a solid foundation of skills and knowledge that will prepare them well for the next stage of their education. She completes regular progress assessments to understand what children know and can do, including starting points, and uses this information to plan effective next steps. These are shared with parents so that learning can be supported at home.

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Curriculum and teaching Expected standard

The childminder places a high focus on developing children's communication and language skills. For example, during sorting activities, she holds meaningful conversations with older children about what they are doing, while younger children are introduced to new vocabulary, such as 'sheep' and 'tweezer'. She prompts all children to practise naming colours to strengthen their early mathematical understanding. As older children confidently sort items by colour, the childminder sensitively supports younger children's fine motor development by showing them how to use tweezers with control and precision. However, occasionally, the childminder does not use all opportunities to challenge younger children's learning further to help them sustain their attention and engagement for extended periods.

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Curriculum and teaching Expected standard

The childminder also promotes children's emotional development effectively. She encourages them to observe and identify a range of emotions through pictures, helping them to build emotional awareness and understanding. Younger children are further supported in their physical development as she encourages them to move around the setting in different ways, avoiding obstacles to strengthen their gross motor skills, balance and coordination.

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Inclusion Expected standard

The childminder has high expectations for all children. She promptly identifies their emerging needs and adapts her educational programmes to meet individual learning requirements. Although there are no children with identified barriers to learning at her setting, she demonstrates a secure understanding of how to support children with special educational needs and/or disabilities, placing a great focus on the graduated approach. She works closely with families and professionals such as health visitors and inclusion partners to give children the support and guidance needed. For example, she uses creative approaches to learn about any barriers to learning and makes tailored adaptations to daily routines to ensure that children feel supported and included.

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Inclusion Expected standard

The childminder carefully records and monitors children's progress, with particular attention to those who require additional support. She shares this information with parents, ensuring that they are actively involved in their child's learning journey.

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Leadership and governance Expected standard

The childminder has some understanding of the strengths and areas for development within her setting. She is ambitious and committed to providing children with the best possible start to their early education. To maintain and enhance her practice, she engages in regular and relevant training to keep her knowledge up to date. The childminder works closely with parents and other professionals, forming strong partnerships that support children's learning and development. She offers clear guidance and advice to parents to promote continuity of care and education at home. The childminder values each child's individuality and ensures that they feel included and supported, actively removing barriers to learning wherever possible.

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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 at the heart of this welcoming and nurturing setting. They attend regularly, and the childminder uses effective systems to monitor attendance to ensure that no child misses out on meaningful learning opportunities. She creates a dynamic, stimulating environment that covers all aspects of learning. When planning activities, the childminder thoughtfully considers each child's starting points, abilities, interests and next steps. This includes organising enriching trips and outings, such as bus and train rides, which give children opportunities to experience the world beyond their immediate environment, often for the first time.

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

The childminder's warm and supportive approach encourages children to explore independently and follow their interests. For example, when children choose to role play as doctors and dentists, she actively joins in as the 'patient'. She models how to use the props effectively and gently guides them to share and take turns, strengthening their social skills. Children become deeply engaged in the pretend play, learning about body parts and developing their understanding of the world. As a result, they demonstrate a positive attitude towards learning, while also developing empathy and care for the childminder and their peers.

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

Children form strong, affectionate bonds with the childminder, who is attentive and responsive to their emerging needs. She consistently provides comfort, reassurance and support. The childminder works closely with families and other professionals, ensuring continuity of care and education through shared guidance and expertise. She offers clear praise and recognition for children's efforts, helping them feel valued and included during their time in the setting. This supports the development of children's emotional resilience and confidence.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 14:30

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Next steps

The childminder should use the setting's analysis of strengths and weaknesses to drive and maintain improvements. The childminder should make even greater use of her analysis of strengths and weaknesses to further drive and sustain ongoing improvements across the setting.

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About this inspection

The inspector spoke with the childminder and the children during this 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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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

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 .

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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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