Hyde, Marie Jane

Hyde, Marie Jane

Unique reference number (URN): EY358760 Address: 70 Jubilee Avenue, Clacton-On-Sea, CO16 9QT Type: Childminder Registered with Ofsted: 09/08/2007 Registers: EYR, CCR, VCR Registered person: Hyde, Marie 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 achieve remarkably well from their starting points and develop secure foundations for later learning. They communicate confidently, using ambitious vocabulary, such as 'molehill', recalling previous experiences of forest learning and explaining about refuse collection and animal habitats.

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Achievement Strong standard

Children show prominent independence as they prepare snacks, manage hygiene routines and confidently express emotions using language linked to stories, such as 'The Worrysaurus'. Children demonstrate an abundance of curiosity and problem-solving, persisting with challenging tasks and making links between experiences at home and in the community. For example, children eagerly compare flowers in storybooks to those received at home for Valentine's Day.

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Achievement Strong standard

Children facing barriers, including those experiencing health or financial challenges, sustain impressive progress. For example, children keenly manage self-care routines and show improved emotional regulation. Children consistently demonstrate kindness and consideration towards others, offering reassurance and sharing resources cooperatively. This supports their growing empathy and positive relationships. Children develop resilience, social confidence and essential practical life skills that prepare them fully for school and future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They show highly enthusiastic attitudes to learning within this calm, respectful environment where the childminder's expectations are clearly embedded in daily routines. Children arrive confidently, separate from parents with ease and independently follow routines such as handwashing, tidying and preparing snacks, demonstrating striking self-regulation and growing responsibility. The childminder ensures that relationships are inviting, warm and secure. As a result, children readily seek comfort, share ideas freely, and sustain meaningful interactions that support emotional security and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children collaborate extremely well, sharing tools, cutting fruit for friends and encouraging others during challenges. The childminder models significant kindness to support children in developing pronounced social skills. They demonstrate resilience and sustained engagement, such as persisting to solve problems during play and celebrating one another's achievements. Emotional literacy is evident as the childminder uses emotion cards and discussions to encourage children to express feelings openly. For example, children willingly discuss their fear of the dark and how nightlights make them feel safe.

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Behaviour, attitudes and establishing routines Strong standard

The childminder responds sensitively to individual needs by providing reassurance and familiarity during transitions such as new siblings. For example, children lovingly prepare bottles of 'formula' for baby dolls using sand with the childminder's support. As a result, children remain calm, follow expectations and develop inspiring 'can do' attitudes towards learning and upcoming changes. The childminder promotes regular attendance and punctuality through clear expectations and close communication with families, emphasising its effect on children's learning and school readiness. Flexible drop-off and collection arrangements help remove barriers to attendance. As a result, children arrive confidently and settle quickly, and they benefit from consistent care and learning experiences.

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Children's welfare and wellbeing Strong standard

The childminder supports children's welfare and wellbeing skilfully through responsive care practices that reflect children's individual needs and circumstances. Children form empowering attachments with the childminder by confidently seeking reassurance, cuddling close during conversations and openly sharing their feelings using descriptive and appropriate language. As a result, children feel emotionally secure and develop confidence in their ability to express and manage their emotions fluently.

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Children's welfare and wellbeing Strong standard

The childminder thoroughly embeds healthy decision-making and routines. She encourages children to independently wash their hands, prepare nutritious snacks safely and brush their teeth, demonstrating a clear understanding of hygiene and oral health. The childminder actively promotes oral health through parent packs, regular discussions and visits to the dentist, helping children become familiar with the process and reducing anxiety around dental care.

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Children's welfare and wellbeing Strong standard

The childminder adapts care sensitively when children face barriers to their wellbeing. For example, strategies to ease children's toileting worries are agreed with parents to reduce distress and enable them to confidently participate in routines. The childminder implements exciting outdoor experiences, such as trips to the local farm, which promote physical health and safe risk-taking. The childminder's inclusive practices, including providing fresh fruit daily and securing funding for essential items, ensure that all children understand healthy lifestyles. Children develop notable physical stamina, self-belief and determination as they explore new environments and learn how to stay safe in real-life contexts.

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Curriculum and teaching Strong standard

The childminder implements a broad and exciting curriculum shaped by children's interests and outdoor exploration. The childminder demonstrates a clear understanding of curriculum intent and continually refines her provision through reflection, professional learning and networking. For instance, when children express discomfort with sensory materials, the childminder modifies the resources to maintain responsive and purposeful teaching. As a result, children feel comfortable and fully included in learning experiences. They remain engaged for longer periods and develop confidence to explore new experiences.

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Curriculum and teaching Strong standard

Teaching promotes communication and language consistently. The childminder models rich vocabulary, encourages sustained conversations and embeds mathematical language through everyday experiences. For example, children discuss size and quantity while cutting fruit and building 'igloos'. The childminder prioritises physical, personal, social and emotional learning through community walks and cooperative play, reflecting her professional knowledge of child development. Consequently, children build strength, resilience and coordination. They learn to manage risks, cooperate with others and develop emotional security through meaningful real-life experiences, such as helping elderly neighbours with gardening.

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Curriculum and teaching Strong standard

Assessment is used effectively to shape teaching. The childminder observes children closely and tailors support for individual needs. Reasonable adjustments, such as adapted routines, ensure that all children access the full curriculum. The curriculum is thoughtfully sequenced to build independence, language and school readiness in a nurturing, child-led environment. As a result, children develop excellent communication skills, independence and the confidence they need to successfully transition to school.

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Inclusion Strong standard

The childminder creates a highly inclusive environment where children's individual needs are recognised quickly and supported effectively. The childminder gathers detailed knowledge through close partnerships with parents and ongoing observation, enabling her to identify emerging needs early. For example, she works collaboratively with families to support children experiencing toileting anxieties through adapting routines and introducing calming strategies such as storytelling. As a result, children develop confidence and emotional security and manage these tasks independently.

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Inclusion Strong standard

The childminder removes barriers through thoughtful adjustments and targeted support. Activities are adapted, so babies and older children can participate together in forest-style sessions, community outings and creative play. The childminder uses early years pupil premium strategically, funding extra sessions and providing passes to local attractions so that disadvantaged children access the same opportunities as their friends. This ensures that children feel welcome, are fully included and remain engaged.

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Inclusion Strong standard

Monitoring and review processes are highly effective. The childminder reflects on practice, adapts resources to suit sensory preferences, such as reducing noise levels, and seeks professional guidance when needed. This includes professional support and additional training to meet future and emerging needs. For example, the childminder undertakes child mental health first-aid qualifications to ensure that all children's mental wellbeing is safeguarded. Close multi-agency working and open communication with families shape children's support effectively. As a result, children feel highly valued, participate confidently and make secure progress in a warm, equitable and responsive setting.

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Leadership and governance Strong standard

Leadership is exceedingly child focused. The childminder demonstrates a clear, reflective understanding of the provision's strengths and acts decisively to improve outcomes for children. Since the last inspection, she has strengthened practice through targeted professional development, including mental health first-aid training to directly support children's emotional wellbeing. This is evident in the sensitive, informed support provided to children experiencing anxiety or significant change. Consequently, children demonstrate calm behaviour, improved self-regulation and increased courage.

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Leadership and governance Strong standard

The childminder puts the children's needs first when making decisions. For example, she advocates with local councils to secure the reopening of public toilets in the community to support children's needs outside of the setting. This practical action enables children to access longer outings safely and feel confident using real facilities. This in turn supports independence and inclusion for all children and others beyond the setting.

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Leadership and governance Strong standard

Governance decisions consistently reduce barriers for disadvantaged families. The effective use of early years pupil premium ensures equitable access to experiences, clothing and nutrition, allowing all children to participate fully. Workload and wellbeing are managed thoughtfully through realistic planning, resource sharing with local networks and reflective evaluation, sustaining high-quality care.

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Leadership and governance Strong standard

The childminder demonstrates ambitious vision for the future. Plans to develop an open- ended playgroup using natural and recycled materials enables learning opportunities for local families and strengthens community engagement. Developing the garden area aims to provide safer, more accessible physical play spaces for younger children. As a result, children and families experience meaningful support through purposeful, community- focused practice that strengthens wellbeing and enriches daily experiences.

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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 flourish in this warm, nurturing home-from-home environment, where the childminder ensures that they feel safe, valued and eager to learn. Children arrive confidently, separate from parents with ease and quickly engage in meaningful play, reflecting supportive attachments and secure routines. The childminder's child-led, outdoor- focused curriculum ensures that children enjoy rich experiences such as forest-style sessions and community outings to the library. The childminder uses meaningful activities to support imaginative learning. Children take immense pleasure in designing their own Arctic scenes in large heavy-duty plastic trays, using salt to represent snow and sticks to build 'campfires'. They also delight in exploring real-life concepts like wind turbines and clean energy. As a result, children demonstrate high levels of curiosity, resilience and sustained engagement.

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

Children develop impressive independence and life skills. The childminder supports them to prepare snacks safely, manage personal hygiene routines and take responsibility for tasks, demonstrating readiness for school. Inclusive practices significantly reduce barriers for families. For example, the childminder secures funding for essential clothing and provides fresh fruit daily to ensure all children access healthy lifestyles and enriching experiences. Children with emerging needs receive sensitive support. The childminder addresses children's fears and anxieties through close partnership with parents and tailored strategies, such as breathing exercises. This approach leads to children's increased confidence and substantially reduces distress.

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

Relationships are highly positive. Children demonstrate profound kindness by helping others, comforting visitors and celebrating achievements. The childminder helps children develop empathy through important community connections, including visits to elderly neighbours. Wonderful partnerships with families mean parents feel informed and involved, strengthening continuity of care. Therefore, children achieve exceedingly well from their

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Address:

70 Jubilee Avenue Clacton-On-Sea CO16 9QT

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 starting points. They communicate confidently, demonstrate prominent social skills and develop the independence, emotional security and enthusiasm needed for future learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, 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, children and their 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: Essex

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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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