Milne, Justine Pauline

Milne, Justine Pauline

Unique reference number (URN): EY415402 Address: 135 Rantree Fold, BASILDON, Essex, SS16 5TR Type: Childminder Registered with Ofsted: 20/08/2010 Registers: EYR, CCR, VCR Registered person: Milne, Justine Pauline

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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 deeply in a wide range of rich and meaningful learning experiences. For example, babies quickly learn how to operate flaps in books, sparking their curiosity and helping them master early skills such as opening and closing. They also follow the childminder's instructions with growing confidence and independently test their own ideas. For example, they work out how to slot resources into the correct spaces. As a result, children continually strengthen and extend their thinking skills.

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Achievement Strong standard

Children develop their communication and language development remarkably well. They benefit from being immersed in rich and purposeful language that enhances their understanding and promotes their emerging speech. For example, babies engage in warm, responsive interactions with the childminder. They demonstrate their involvement through smiles, vocalisations and simple words. Consequently, all children rapidly acquire the skills needed to become confident, independent and resilient learners. They transition successfully from one stage of education to the next.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm, secure and positive relationships with the childminder. She is highly intuitive and consistently attentive to children's individual needs. The childminder sets clear and age-appropriate expectations for behaviour, which children respond to with ease and confidence. As a result, children quickly rise to these expectations and behave remarkably well for their age. They demonstrate a very secure understanding of the setting's boundaries.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an admirable role model. She demonstrates calmness, kindness and respect in all her interactions. The childminder gently and consistently guides children to be considerate of others, share resources and take turns. For example, she encourages babies to hand resources to her and patiently take turns sliding beads across a wire frame. Through these nurturing and intentional interactions, children steadily strengthen their social skills. They form meaningful relationships with others and develop an early, but clear, understanding of collaboration, fairness and positive interactions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder also implements robust systems to monitor children's attendance, promoting punctuality and consistent routines. She works closely with parents and carers to establish supportive 'home-to-setting' routines that enhance children's wellbeing and readiness to learn. This deep partnership ensures that all children benefit from stability, predictability and a positive foundation for successful learning.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm, nurturing and stimulating environment, in which children feel safe, valued and confident to explore. She establishes clear routines that children understand and follow with ease, providing an excellent sense of security and predictability. The childminder offers children frequent opportunities to make their own choices about what they would like to explore. She skilfully promotes their independence, curiosity and growing autonomy.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes a healthy and active lifestyle through thoughtfully planned experiences. For example, she regularly encourages babies to engage safely in physical activity, such as practising standing or taking supported steps, to strengthen their balance, coordination and core stability. The childminder attends to children's personal needs with great care and attentiveness, further strengthening trusting relationships. During snack time routines, she seizes opportunities to extend children's learning. For example, she names children's favourite foods to reinforce their language and vocabulary development.

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Children's welfare and wellbeing Strong standard

The childminder consistently offers praise and positive recognition for children's efforts, including celebratory claps that boost their confidence and self-esteem. She provides all children, including those who may face barriers to learning, with comfort, reassurance and gentle guidance to help them understand and regulate their emotions. As a result, children feel deeply supported, included and appreciated throughout their time in the setting. This helps them to develop a deep sense of emotional wellbeing and belonging.

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Curriculum and teaching Strong standard

The childminder is highly skilled and experienced, with consistently high expectations for what children can achieve. She maintains a clear focus on each child's needs, abilities and stage of development. The childminder's ambitious curriculum is well sequenced and firmly embedded across all areas of learning. It is thoughtfully adapted to ensure that all children present participate in rich and meaningful experiences.

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Curriculum and teaching Strong standard

The childminder is exceptionally thoughtful in her practice, consistently igniting children's curiosity and desire to explore. She gently guides babies as they investigate a range of natural resources that enhance their sensory experiences. As children manipulate these materials, the childminder uses clear and precise language to describe what they are exploring. This supports a deeper understanding and early communication skills. The childminder also counts in sequence and introduces mathematical vocabulary, such as 'big' and 'small', helping to develop children's early mathematical awareness. As a result, young children become deeply engaged in their activities, which in turn strengthens their listening, attention and thinking skills.

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Curriculum and teaching Strong standard

The childminder places an emphasis on children's emotional wellbeing. She creates an exceptionally warm and nurturing environment where children form secure and trusting relationships. The childminder offers children comfort and reassurance. She helps children to learn to understand and regulate their emotions. In addition, the childminder provides purposeful opportunities to support the development of children's gross motor skills, balance and coordination. For example, she encourages babies to stand and practise taking steps, helping to strengthen their core and leg muscles in preparation for walking.

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Leadership and governance Strong standard

The childminder is highly knowledgeable, ambitious and deeply reflective in her practice. She is adaptive and responsive to the setting's emerging needs and demonstrates an unwavering commitment to providing children with the very best start to their early education. With a clear understanding of the setting's strengths and areas for development, she works relentlessly to foster a culture of continuous improvement and innovation. Her reflective approach ensures that the provision consistently evolves in response to children's needs and current good practice.

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Leadership and governance Strong standard

The childminder has built trusting and positive relationships with parents and carers. Families speak highly of the rich and educational learning experiences she provides. They appreciate the meaningful trips and outings she organises to broaden their children's understanding of the world. Parents value the high-quality communication and the childminder's dedication to ensuring that their children feel secure, motivated and excited to learn.

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Leadership and governance Strong standard

The childminder also maintains excellent professional links with other childminders in the local area and wider community. This helps her to promote a diverse and inclusive approach to children's learning. Through regular collaboration, she shares ideas, resources and effective strategies, which further enhances the quality of her provision. The childminder is committed to ongoing professional development and continuously seeks opportunities to strengthen her knowledge. For example, she is currently working alongside another childminder to embed nature-based learning within her setting. This initiative is designed to deepen children's sense of awe and wonder about the natural world. It also extends children's thinking skills and enriches their overall learning experiences.

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Inclusion Expected standard

The childminder has high expectations for all children and uses effective systems to quickly identify their emerging needs. Although there are currently no children on roll with identified barriers to learning, she demonstrates secure knowledge and understanding of how to support children with special educational needs and/or disabilities. The childminder continues to develop her practice. However, the impact of this work on the opportunities and experiences for children with barriers to their learning is not yet fully evident.

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Inclusion Expected standard

The childminder understands how to establish effective and collaborative relationships with families and external professionals, including health visitors and speech and language therapists. She recognises the importance of following professional guidance closely and making specific adaptations to daily routines and activities so that children are supported and able to participate fully.

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Inclusion Expected standard

The childminder records all children's progress in detail. She uses this information to make targeted adjustments if needed that further enhance children's learning and development. Additionally, the childminder shares this information with parents and carers to ensure that they remain actively involved and well informed throughout their child's learning journey.

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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 feel valued in this unique setting. They attend regularly and are supported by the childminder's effective systems for monitoring attendance. This helps to establish consistent routines. The childminder provides a warm and stimulating environment

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Inspector:

Anca Sandu that promotes all areas of learning. She thoughtfully considers each child's age, interests and individual needs when planning a wide range of engaging activities. These experiences are further enriched through trips to local woods and visits to playgroups. The childminder uses these visits to offer children meaningful opportunities to explore and learn beyond the setting.

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Inspector:

The childminder is gentle and supportive and consistently encourages children to make their own choices. This helps children to develop independence. For example, when babies choose to explore books, the childminder immediately engages them in conversation about what they are doing. This supports children's understanding and language development. Babies show deep concentration as they open and close books and lift the flaps. This strengthens their fine motor skills and develops their early cognitive abilities.

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Inspector:

Children build affectionate relationships with the childminder, who is highly attuned to their needs. She offers consistent comfort and reassurance. This helps children to feel safe, secure and happy. The childminder provides clear praise for children's efforts. As a result, children feel proud, confident and deeply engaged in their learning.

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Inspector:

The childminder has developed positive and collaborative relationships with parents and carers and external professionals to ensure continuity of care and education. Consequently, all children, including those who may face additional barriers to learning, benefit from a holistic and well-rounded learning experience.

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Next steps

The childminder should continue to develop her practice with a focus on making a demonstrable difference to the opportunities and experiences of children with barriers to their learning.

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About this inspection

The inspector spoke with the childminder and 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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Address:

135 Rantree Fold BASILDON Essex SS16 5TR

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Address:

Registered person: Milne, Justine Pauline

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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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