Thorpe, Andrea Teresa

Thorpe, Andrea Teresa

Unique reference number (URN): EY416264 Address: 4 Pipchin Road, CHELMSFORD, CM1 4XT Type: Childminder Registered with Ofsted: 23/11/2010 Registers: EYR, CCR, VCR Registered person: Thorpe, Andrea Teresa

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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

All children make secure progress from their starting points and are well prepared for the next stage of their learning. They become confident, independent learners who persevere when tackling and solving problems through play. For example, children independently cut their fruit at snack time using age-appropriate tools safely and effectively.

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Achievement Strong standard

Children communicate confidently with each other and the childminder, demonstrating a growing vocabulary by retelling stories and creating their own from pictures. They begin to count using their fingers and recognise numbers in the environment. Children skilfully use scissors to cut out pictures for their healthy pancakes, further developing their dexterity and control.

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Achievement Strong standard

Children develop lifelong social skills as they mix with other children from various backgrounds. They learn the importance of friendships, being respectful and listening to what others have to say.

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Achievement Strong standard

Children demonstrate well-developed control and balance and coordination. They participate enthusiastically in yoga sessions that promote flexibility, strength and awareness of space. The childminder forges strong links with staff at local schools and nurseries to support smooth transitions, and she provides detailed reports to ensure that the settings are fully informed of each child's needs, achievements and next steps.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's behaviours and attitudes. Children understand the rules and boundaries and consistently follow them. For example, they tidy away the snack table, using brushes to sweep the floor without being prompted. The childminder serves as a very positive role model, skilfully guiding children to show care and empathy towards others. As a result, children reflect these positive values in their interactions and demonstrate genuine respect for their peers. For example, when younger children become emotional, others actively help to settle them by offering a toy or gentle reassurance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm, harmonious and respectful learning environment where children thrive emotionally and socially. Children form strong, secure and trusting relationships with her, confidently seeking comfort and reassurance when needed. They explore the environment with growing independence, curiosity and enthusiasm, readily engaging with the childminder and sharing their experiences. Children show a genuine love of recalling past trips, using photos to revisit and discuss their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder records children's attendance. She understands the importance of punctuality and attendance and shares this ethos with parents and carers as part of the induction process.

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Children's welfare and wellbeing Strong standard

The childminder meets children's care needs effectively and strongly promotes their emotional wellbeing, independence and healthy lifestyles. She provides highly consistent, nurturing support and builds warm, responsive relationships with children. As a result, children feel safe, secure and valued. The childminder works closely with parents to understand individual care routines, including sleep preferences, and follows these consistently to promote stability and continuity of care.

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Children's welfare and wellbeing Strong standard

The childminder is highly attentive to children's emotional cues and offers gentle reassurance when needed, demonstrating the strong, secure relationships children have formed with her. She provides a calm environment where children feel confident and supported. Through positive praise and encouragement, the childminder successfully promotes children's independence and self-esteem. Consequently, children are settled and emotionally ready to engage fully in their learning.

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Children's welfare and wellbeing Strong standard

Daily outdoor experiences promote physical development and provide regular access to fresh air. The childminder teaches children how to stay safe, including road safety and developing their awareness of risks. Children confidently explain that they walk on the inside, away from the road.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles and personal hygiene are embedded in daily routines. Children develop strong self-care skills, independently preparing for nappy changes and discussing healthy eating and exercise. The premises are safe and well maintained, and effective supervision at mealtimes ensures that children eat safely and understand potential risks.

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Curriculum and teaching Strong standard

The childminder implements a well-considered curriculum that supports children in developing the knowledge and skills they need for future learning. She plans purposeful experiences based on what children already know and can do, using ongoing assessment to identify next steps and adapt teaching effectively to meet children's individual interests and stages of development.

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Curriculum and teaching Strong standard

There is a clear focus on communication and language, physical development, and personal, social and emotional development. The childminder models language effectively, introduces new vocabulary and encourages children to express their ideas during play and discussion. Carefully chosen stories and activities help children build their understanding in meaningful contexts.

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Curriculum and teaching Strong standard

Children benefit from a range of experiences both in the setting and in the local community. Regular visits to the park and local amenities support children's physical development and understanding of the world while providing opportunities for them to practise skills such as coordination, balance and managing risk.

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Curriculum and teaching Strong standard

Mathematical understanding is supported through everyday routines and play. The childminder introduces mathematical concepts, such as number, size and quantity, and encourages children to count, compare and explore concepts during activities. Teaching is adapted to meet children's individual needs, ensuring that they remain engaged and develop secure foundations for future learning.

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Inclusion Strong standard

The childminder provides a strong standard of inclusive practice. She skilfully adapts her teaching to meet the unique needs of every child. She provides sensitive support to those who may be more vulnerable at times, ensuring that they remain fully engaged and benefit from all activities. The childminder balances her attention carefully between children so that they each feel valued and included in planned learning experiences.

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Inclusion Strong standard

A wide range of resources promotes children's curiosity and understanding. Children make confident choices, particularly when selecting their favourite books to share. They patiently take turns in conversations, confident that others respect their contributions. This consistent encouragement nurtures children's confidence and promotes a strong sense of self-worth.

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Inclusion Strong standard

Robust assessment systems, including progress checks for children aged between 2 and 3 years, enable the childminder to swiftly identify emerging needs. She plans precisely from children's starting points, ensuring sustained and consistent progress. Partnerships with parents and carers are highly effective, supporting continuity in learning at home.

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Inclusion Strong standard

The childminder demonstrates secure knowledge and undertakes relevant training to identify and respond to children with special educational needs and/or disabilities. She recognises the importance of early identification and works with parents and other professionals when necessary to ensure that children receive appropriate and consistent support.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership, underpinned by a clear understanding of her strengths and a well-considered approach to continuous improvement. She actively seeks and participates in a wide range of professional development opportunities. She thoughtfully implements the knowledge gained from training in her practice to enhance children's learning experiences and outcomes. The childminder keeps her knowledge up to date and reflects on her provision, making appropriate changes to planning and the learning environment to maintain children's interest and engagement. The childminder continues to reflect on her practice to maintain and further develop the quality of her provision.

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Leadership and governance Strong standard

The childminder establishes strong, collaborative partnerships with parents, building warm and trusting relationships that support personalised care. The childminder consistently keeps parents informed about their children's experiences and developmental progress. Feedback from parents is highly positive, expressing appreciation for the high quality of care and the significant progress their children make.

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Leadership and governance Strong standard

The childminder works with other professionals, including local authority advisers and childminder networks, when appropriate. This supports a joined-up approach to children's care and learning and helps ensure that children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing are supported as they move on to their next stage, including starting school.

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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 thrive in the care of this welcoming and friendly childminder. They arrive happily and settle quickly, demonstrating high levels of confidence and security. The warm, nurturing environment enables children to explore freely and engage deeply in purposeful learning. For example, children eagerly sort different-sized buttons into trays, confidently describing them as 'big' and 'small' and explaining how they have grouped them. The childminder skilfully introduces mathematical language through practical experiences, helping children embed new vocabulary securely. All children make rapid progress from their starting points, as learning is meaningful and consistently well planned.

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

A robust induction process ensures that the childminder develops a thorough understanding of each child before they start. Information gathered from parents supports smooth transitions. Children form secure bonds and readily seek the childminder for reassurance, confidently sharing their thoughts and feelings throughout the day. The childminder fully understands the impact that children's attendance has on their learning outcomes. She works with parents and carers to ensure that children attend regularly and on time. Children develop a strong sense of belonging as they form secure relationships and see their interests and experiences reflected in daily activities, which helps them feel confident, valued and able to thrive.

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

The premises are very well organised. Children benefit from rich experiences in the local community, including visits to the zoo, bus rides and tea parties at a local cafe. These outings broaden children's understanding of the wider world while reinforcing safety awareness, such as learning how to cross the road safely and stay close on walks. Children enthusiastically talk about their learning, for example, explaining, 'I'm learning about school and what happens at school.'

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

Throughout the day, children practise valuable self-help skills. They cut their banana at snack time, open yoghurt lids independently and wash and dry their hands thoroughly, confidently explaining that this removes germs to help stop them becoming unwell. They help tidy resources away and set the table, demonstrating responsibility. Gentle encouragement and specific praise build resilience and self-esteem. As a result, children demonstrate excellent behaviour, strong independence and genuine pride in their achievements.

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Next steps

The childminder should continue to strengthen her evaluation of practice to further enhance children's learning and development.

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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:

Registered person: Thorpe, Andrea Teresa

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Address:

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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