Hendon, Nicola Jane

Hendon, Nicola Jane

Unique reference number (URN): EY347165 Address: 19 Doric Avenue, ROCHFORD, Essex, SS4 3DF Type: Childminder Registered with Ofsted: 01/02/2007 Registers: EYR, CCR, VCR Registered person: Hendon, Nicola Jane

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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 rapid and sustained progress from their starting points as they engage in rich, inspirational learning experiences. They quickly learn to mix paints using tweezers to create different shades of blue, deepening their mathematical understanding. Younger children 'squeeze' and 'push' play dough with their fingers to create 'sausages', strengthening their dexterity, while older children confidently build fences and enclosures using dough and stickle bricks. These activities support the development of children's hand– eye coordination effectively in preparation for early writing.

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Achievement Strong standard

Children's language skills develop at a swift pace, including those who speak English as an additional language. They engage in meaningful conversations with their peers and the childminder as they explore and discover new ideas. Children show enthusiasm and eagerness to participate in all learning opportunities, and they quickly acquire the skills needed to become confident, resilient learners. As a result, they transition smoothly and successfully from one stage of education to the next.

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Behaviour, attitudes and establishing routines Strong standard

Children build secure and positive relationships with the childminder, who sets clear and consistent expectations and boundaries. They behave remarkably well and confidently follow the setting's routines. For example, at the start of each day, children skilfully place their named characters in a small wooden house as part of the self-registration process.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. She gently guides children to be kind and considerate towards one another, to share resources, and to take turns. She encourages collaboration to strengthen their social interactions. For instance, she supports younger children in passing pipettes to peers who are waiting patiently, helping them develop perseverance and self-regulation.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has effective systems in place to monitor children's attendance. She works closely with parents to help all children establish positive, consistent routines that promote their wellbeing and support their eagerness to learn.

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Children's welfare and wellbeing Strong standard

The childminder creates a stimulating and inspirational environment where children feel safe, valued and appreciated. She establishes clear routines that children follow with confidence. Children greatly enjoy making independent choices and benefit from exciting trips and outings that further enrich their learning.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes a healthy and active lifestyle. For example, children begin their day with a lively singing and dancing session, moving in different ways to the rhythm of the music and laughing with excitement. She also encourages children to make healthy choices. They select mangoes and grapes, carefully cut them, and creatively arrange them into the shape of a penguin before enjoying their snack. This activity further supports the development of children's fine motor skills and creativity.

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Children's welfare and wellbeing Strong standard

The childminder offers consistent and explicit praise for children's efforts. She sensitively guides them to express and manage their emotions and is always available to offer comfort and reassurance when needed. As a result, children develop a strong sense of emotional wellbeing and increasing confidence in managing their feelings.

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Curriculum and teaching Strong standard

The childminder is highly experienced. She has ambitious expectations about what she wants children to learn based on their needs, abilities and preferences. The childminder creates a unique and aspirational curriculum, meticulously sequencing and fully embedding it across all areas of learning. The curriculum is thoughtfully tailored to ensure that children who may face barriers to learning benefit equally from rich and meaningful experiences. The childminder has a clear understanding of what children know, understand and can do. She consistently finds creative ways to extend their learning, enabling them to make rapid progress from their starting points.

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Curriculum and teaching Strong standard

The childminder fosters a genuine passion for learning from a very early age. As children listen with curiosity to their favourite story about a penguin, she skilfully encourages them to explore and discover more about icebergs and different types of penguins. The children confidently discuss the size and distinctive features of each penguin, strengthening their mathematical understanding. She also introduces new vocabulary, such as 'navy' and 'turquoise', to broaden children's language skills.

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Curriculum and teaching Strong standard

The childminder creates a nurturing and calming environment. She gently encourages children to observe and talk about the feelings and emotions of their favourite characters, helping them better understand and manage their own. She also provides meaningful opportunities for children to develop their fine and gross motor skills, balance and coordination. Children laugh and giggle with excitement as they waddle and stand on one leg, like their favourite penguin. These experiences nurture their curiosity and deepen their understanding of the world.

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Inclusion Strong standard

The childminder is highly experienced and skilled. She uses effective strategies to identify children's emerging needs and responds to them promptly. She works closely with other professionals, such as health visitors and speech and language therapists, to ensure that children receive well-rounded support from the very beginning. For example, she implements thoughtful and tailored strategies to support children who speak English as an additional language. By collaborating closely with parents and providing books in children's home languages, she helps build their understanding and communication skills. As a result, children acquire English quickly and make remarkable progress in their learning.

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Inclusion Strong standard

The childminder consistently tailors learning opportunities to meet each child's individual needs. She makes thoughtful and practical adaptations to ensure that every child remains deeply engaged in all learning experiences. She carefully records and monitors children's progress and pays particular attention to those who may face barriers to learning. The childminder shares this information with parents, providing them with helpful guidance on how to stay actively involved in their child's learning journey.

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Leadership and governance Strong standard

The childminder is highly ambitious and reflective. She demonstrates a strong commitment to giving children the best possible start in their early education. She regularly engages in professional development to enhance her skills and knowledge, ensuring a positive impact on children's care and learning. She has a clear understanding of the strengths in her setting and maintains a strong culture of continuous improvement and innovation.

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Leadership and governance Strong standard

The childminder has established highly positive relationships with parents. They praise her caring and attentive nature and value the high-quality education their children receive. Parents speak positively about the stimulating activities she provides and appreciate the enrichment she brings to their children's experiences.

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Leadership and governance Strong standard

The childminder has also formed strong links with other childminders and local professionals, with whom she shares ideas and good practice. She is creative and inspirational, often organising trips and outings to expand children's experiences and deepen their understanding of the world. Her proactive approach ensures that all children, including those who face barriers to learning, receive tailored support and thrive in this unique setting.

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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 very happy in this exquisite setting. They arrive with smiles, separate confidently from their parents, and warmly greet the childminder and their peers. Children's attendance is consistent. The childminder uses effective systems to record and monitor attendance, ensuring that children do not miss out on valuable and engaging learning opportunities.

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

The childminder provides a warm, welcoming, and highly stimulating environment. She thoughtfully considers each child's starting points, interests, and abilities when planning a rich variety of inspirational activities. She also adapts her interactions so that all children, including those who may face barriers to learning, experience meaningful and purposeful learning opportunities.

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

The childminder consistently encourages children to make their own choices, promoting their independence. For example, they show high levels of enthusiasm while pretending to serve tea and cakes alongside their peers. The childminder gently supports them to share resources, take turns, and collaborate. Children talk openly about their play, taking an active role in shaping their experiences. This approach enhances their imaginative skills and strengthens their social interactions.

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

Children develop warm, nurturing relationships with the childminder who holds high expectations for them. She is an excellent role model, attentive, responsive, and deeply attuned to their needs. She guides children to interact positively with their peers and her family pets and supports them as they navigate challenges. As a result, children develop a positive attitude towards learning, feel valued in the setting and build strong emotional resilience.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents 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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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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