Abbott, Janet Margaret

Abbott, Janet Margaret

Unique reference number (URN): 201747 Address: 91 New Century Road, Laindon, Basildon, Essex, SS15 6AQ Type: Childminder Registered with Ofsted: 17/02/2000 Registers: EYR, CCR, VCR Registered person: Abbott, Janet Margaret

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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

Overall, children make steady progress from their starting points. Gaps in learning are narrowing, and for older children these often close quickly. Older children rapidly acquire new vocabulary, such as 'crunch' and 'pile'. However, younger children's language development is not accelerating at the same rate. This limits their ability to build firmer foundations for effective communication and early learning.

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Achievement Expected standard

Children develop the key skills needed across all areas of learning to prepare them for the next stage of their education. For example, they strengthen their fine motor skills through sensory exploration and mark-making activities. Children practise using a variety of tools and materials to mix, stir, fill and empty containers, which also enhances their hand–eye coordination.

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Achievement Expected standard

Children show curiosity and engagement as they learn to use binoculars, displaying high levels of excitement when they spot birds in the garden. These experiences broaden their understanding of the world and encourage deeper thinking.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and trusting relationships with both their peers and the childminder. The childminder sets clear and age-appropriate expectations for children's behaviour. She has a deep understanding of each child's individual needs and provides positive guidance and support. As a result, children respond well, behave positively and confidently follow the boundaries in the setting. They show respect, consideration and kindness towards others, including adults, peers and even the family pets.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a role model. She supports children to share resources, take turns and work collaboratively. For example, during a messy play activity, older children encourage younger ones to join them in walking across the cereals, laughing together as they create crunching sounds. These interactions strengthen children's social skills, cooperation and sense of belonging. As a result, children feel valued, included and appreciated during their time in the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear and effective systems in place to promote and monitor children's attendance and punctuality. She demonstrates a clear understanding of when to intervene to ensure that children do not miss out on meaningful learning experiences.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment, where children feel safe, secure and ready to learn. She establishes clear routines that children follow with confidence. Children enjoy exploring the environment safely and making independent choices about their activities. For example, after creating bird feeders, they eagerly use binoculars to see whether any birds might be nearby to enjoy their creations. The childminder actively promotes children's healthy habits and self-care skills. She encourages children to wash their hands independently before mealtimes. Children choose their favourite foods and describe their colours and textures, while younger children receive gentle support with feeding when needed.

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Children's welfare and wellbeing Expected standard

The childminder is an admirable role model. She is highly attentive and intuitive, responding promptly to children's individual needs. Children form warm and secure attachments with her, which helps them feel settled, confident and ready to engage in learning experiences. The childminder encourages children to recognise, express and manage their emotions, including feelings of frustration. She also supports them in developing a clear understanding of how to stay safe in the setting and when out in the community. As a result, children develop their emotional resilience and the confidence to cope with everyday challenges.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of what she wants children to learn and has designed a curriculum that supports all areas of development. Her curriculum aims to help children to become positive, independent and resilient learners, preparing them effectively for the next stage of their education. The childminder completes regular progress assessments to identify what children know and can do. She uses this information to plan purposeful, engaging and age-appropriate learning experiences.

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Curriculum and teaching Expected standard

The childminder nurtures children's love of reading from an early age. As children listen attentively to their favourite dinosaur story, she draws their attention to the pictures and characters, encouraging rich and meaningful conversations. Older children confidently name different types of dinosaurs, while younger children begin to identify familiar animals. However, there are times when the childminder does not fully maximise opportunities to extend younger children's language skills and enrich their vocabulary. For example, she does not consistently repeat the names of animals to help younger children learn and embed these new words. At these times, this does not further promote younger children's communication and language development.

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Curriculum and teaching Expected standard

Children also engage in activities that develop their early mathematical understanding. They explore shaped sensory blocks, carefully observing their colours and forms before stacking them to create structures. These activities support children's knowledge of shapes and colours, and also help develop their hand–eye coordination and fine motor skills.

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Curriculum and teaching Expected standard

The childminder focuses on children's physical and emotional development. She gently supports them to recognise and manage their feelings. The childminder helps children to learn to share and take turns. Additionally, she encourages children to move independently around the setting, navigating space and avoiding obstacles to build their balance, coordination and confidence.

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Inclusion Expected standard

The childminder has high expectations for all children. She swiftly identifies children's emerging needs. The childminder adapts her educational programmes to support each child's individual learning requirements. Although there are currently no children with identified barriers to learning in her setting, she demonstrates a suitable understanding of how to support children with special educational needs and/or disabilities, including through the use of a graduated approach. However, the childminder has not consistently focused on enhancing her practice to make a demonstrable difference to the learning experiences of children who face barriers to learning.

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Inclusion Expected standard

The childminder works in close partnership with families and other professionals to ensure that children receive the guidance they need to thrive. For example, she liaises with local school teachers to deepen her understanding of each child's needs. The childminder then makes targeted adaptations to routines and activities so that children feel supported, confident and fully included during their time in her care.

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Inclusion Expected standard

The childminder closely records and monitors children's progress, paying particular attention to those who may require additional support. She shares this information with parents and carers, offering guidance and encouraging them to play an active role in their child's learning journey.

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Leadership and governance Expected standard

The childminder has a sound understanding of her setting's strengths and areas for development. She is reflective in her practice and remains committed to providing high- quality care and education for all children.

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Leadership and governance Expected standard

The childminder has established productive links with other professionals and local childminders, enabling her to share experiences, exchange ideas and reflect on good practice. For example, she regularly discusses with fellow childminders the needs of the local community and effective strategies for promoting children's safety and welfare. The childminder also maintains her professional knowledge through regular training. However, she has not consistently built on these foundations and driven further improvement in her setting to enhance children's learning and outcomes.

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Leadership and governance Expected standard

The childminder builds positive and collaborative relationships with parents and carers. Parents speak highly of her caring and supportive approach. They feel confident that their children are safe, happy and well cared for in her setting. The childminder ensures parents remain actively involved in their children's learning journey, promoting effective continuity of care and education.

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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 happy and content in this setting. They attend regularly and the childminder has effective systems in place to monitor their attendance. The childminder ensures that children benefit from consistent routines and meaningful learning experiences. She provides a spacious and stimulating environment that supports all areas of learning and reflects children's individual needs, interests and starting points. As a result, children achieve well from their starting points and transition smoothly from one stage of education to another.

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Inspector:

Anca Sandu The childminder is warm, caring and supportive. She actively encourages children to make informed choices about what they would like to explore. This helps children to develop independence and curiosity. As a result, children become deeply engaged in their chosen activities and demonstrate a positive attitude towards learning. For example, when children show an interest in the pretend kitchen, the childminder joins their play, asking thoughtful questions and prompting them to 'prepare some food', which enriches their imaginative skills. Her supportive and nurturing approach helps children to sustain their concentration for extended periods.

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Inspector:

Children form warm and nurturing relationships with the childminder, who is highly attentive and responsive to their personal needs. They feel safe and secure as they receive gentle reassurance and warm cuddles from her. This supportive approach helps children to understand and manage their feelings, contributing positively to their developing emotional resilience. The childminder also guides children to be caring towards the family pets and considerate towards one another. Through consistent praise and positive recognition, children learn to be kind, respectful and confident. They feel valued and included in the setting. Additionally, the childminder regularly organises outings to local parks and playgroups. These experiences strengthen children's social interactions and broaden their understanding of the world around them.

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Next steps

The childminder should enrich daily interactions with the children, particularly younger ones, to consistently promote high levels of communication and language. The childminder should continue to enhance her practice to extend the learning experiences of children who face barriers to learning. The childminder should continue to drive improvement and innovation at her setting to benefit children's learning and outcomes.

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About this inspection

The inspector spoke with the childminder and children 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:

91 New Century Road Laindon Basildon Essex SS15 6AQ

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Address:

Registered person: Abbott, Janet Margaret

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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