Childminder in EssexOfsted report card, 17 Sept 2026

Childminder

Unique reference number (URN): 2777719 Registered with Ofsted: 27/06/2024 Registers: EYR, CCR, VCR

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear, predictable routines that children understand and follow independently. For example, when asked about snack, children immediately wash their hands and move to the table without prompting. They understand expectations and respond positively to gentle reminders, such as waiting for their turn on the trampoline. As a result, children develop independence, understand boundaries and manage their behaviour remarkably well, supporting positive relationships and enabling them to participate confidently.

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Behaviour, attitudes and establishing routines Strong standard

Children form deeply secure relationships with the childminder and each other. They confidently invite adults into their play, take turns, help one another and show kindness. For instance, children share pretend food and work together in the mud kitchen to make 'leek soup'. Children remain highly engaged throughout activities and show resilience when faced with challenges. The childminder uses sensitive encouragement as children repeatedly try until they succeed, building a wonderful sense of achievement.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts routines to individual needs, including when children have disrupted sleep. She also responds to attendance needs and works flexibly with families, including those affected by military deployments and relocation. Consequently, children feel secure and supported in their wellbeing and participate fully in the provision. This thoughtful approach gives families greater flexibility and reassurance during periods of change or disruption.

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Inclusion Strong standard

The childminder provides an inclusive, child-centred approach that enables all children to participate fully and reduces barriers to learning and wellbeing. She identifies individual needs early and adapts experiences accordingly. For example, the childminder adapts messy activities to support children who find different textures and materials challenging. As a result, children participate comfortably in sensory experiences, build confidence and engage more fully in learning. The childminder works closely with parents, carers and other professionals, using shared strategies such as narration, songs and books. As a result, children's vocabulary has increased and they separate confidently from parents.

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Inclusion Strong standard

The childminder responds thoughtfully to individual circumstances, including for children who may be disadvantaged. She uses additional funding to provide experiences, such as swimming and zoo visits, and purchases items to help all children feel included in the group. Consequently, children try enriching experiences that they might not otherwise access. The childminder thoroughly recognises the needs of individual families and adapts arrangements where family members face relocation or difficulties attending. Parents feel welcomed, supported and fully involved in their children's care.

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Inclusion Strong standard

The local community is reflected remarkably well in the provision, and the childminder's inclusive practice has a clear, positive impact. The childminder shares books and provides different experiences about religions and celebrations. Children learn about different cultures, recognise similarities and differences, and develop a deep level of acceptance and

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Expected standard

respect for others. All children feel they belong, participate confidently and make meaningful progress from their starting points.

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Achievement Expected standard

Children typically make progress across all areas of learning and develop the knowledge and skills needed for their next stage. They show confidence, resilience and increasing independence. For example, children confidently navigate the slide, trampoline and steps, demonstrating secure coordination and physical confidence. They engage fully in activities, concentrate and persevere when challenges arise, such as repeatedly attempting shape sorters until they find the correct spaces. Children develop problem-solving skills and positive attitudes towards challenges.

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Achievement Expected standard

Children communicate increasingly well and use their developing language to express themselves and interact with others. Some children's speech progresses from being nonverbal to using words such as 'wow' and 'yes'. Children play cooperatively, take turns and show great kindness to others, while confidently joining conversations, songs and play. They build positive relationships, develop social confidence and manage interactions with others well, supporting their readiness for future learning and group experiences. Children achieve positively from their starting points in readiness to continue their learning successfully.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and wellbeing through nurturing relationships, responsive care and close communication with families. She adapts routines, such as moving the lunch table to reduce distractions to help children remain engaged in mealtime conversations. She supports individual sleep routines and quieter activities to accommodate children's differing needs throughout the day. This helps children feel settled and ready to participate in all aspects of the day.

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Children's welfare and wellbeing Expected standard

Opportunities to develop children's deeper understanding of healthy food and drink and the benefits of exercise are not always maximised. Although children access fresh fruit, water and regular physical activity, the childminder does not always develop conversations and experiences that help children understand healthy choices more fully.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing sensitively. For example, she uses comfort, one-to-one time and choices to help children quickly settle. Consequently, shy children separate happily from parents and carers and confidently initiate interactions. The childminder's work with families to support communication contributes to a reduction in children's frustration and tantrums, promoting secure emotional health.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to individual health and dietary needs, working closely with parents to manage requirements and following individual weaning plans for younger children. As a result, children feel secure, comfortable and well cared for, while parents have confidence that needs are understood and followed. Families value the childminder's involvement in their children's care highly.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that prioritises communication, emotional wellbeing, independence, resilience and a love of learning. She follows children's interests and uses everyday experiences to develop language and mathematical concepts. For example, the childminder introduces new vocabulary, such as 'scooping', during sensory experiences. She uses songs to develop communication and embeds shape and counting language into play, supporting children's vocabulary, communication and early mathematical understanding. Children acquire the language to express their ideas, supporting their confidence to participate in play and learning.

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Curriculum and teaching Expected standard

The childminder responds well to individual needs. For example, she uses narration, books, songs and targeted activities to support children's speech. As a result, children's use of words has increased and their frustrations are reduced. The childminder adapts routines to meet children's individual needs, such as bringing naps forward when children have had a disrupted night. Consequently, children remain comfortable and engaged in learning, supporting them to join in throughout the day.

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Curriculum and teaching Expected standard

Physical development is a clear strength, with regular opportunities for children to develop their coordination, balance, movement and confidence through outdoor play and community activities. Children are highly capable and very independent in managing movement and taking part in active experiences.

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Curriculum and teaching Expected standard

The childminder typically identifies areas for development and has sought further training to strengthen her curriculum and teaching knowledge. She reflects that she needs to provide more opportunities for children to extend their thinking and learning during conversations, as some concepts are not always expanded on.

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Leadership and governance Expected standard

The childminder has a professional understanding of the strengths and general development needs of her provision. She ensures positive relationships, communication with parents and carers, organisation and accurate records are implemented effectively. The childminder reflects on her practice and seeks advice from other professionals when needed. For example, she uses a step-by-step approach to support children's communication and works closely with parents to agree strategies, contributing to increased communication and positive behaviour.

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Leadership and governance Expected standard

The childminder has completed courses on inclusion and plans further training to develop her understanding and teaching skills. Targeted training has enabled her to develop her knowledge and skills, ensuring more informed support for children's learning, development and individual needs. Families also receive knowledgeable and responsive guidance.

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Leadership and governance Expected standard

The childminder builds positive relationships with families and uses community links effectively. Daily communication, learning journals and termly reports keep parents informed and involved. The childminder works with health visitors, other childminders and local groups to extend children's experiences and knowledge, supporting their learning and development. Families benefit from shared advice and community resources and report that their children have become much more confident since attending the setting.

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Leadership and governance Expected standard

Opportunities to extend children's learning and develop their understanding of healthy lifestyles are not fully embedded. The childminder is aware of this and is actively addressing it in her practice.

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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 feel safe, settled and valued in this warm and inviting environment. They develop meaningful relationships with the childminder and each other and confidently invite adults into their play. Children show kindness and consideration, develop positive relationships and understand how to treat others with care. For example, children help each other to water pretend flowers and handle ladybirds they find in the garden with respect. Children enjoy coming to the setting and take an active part in their day. They benefit from experiences beyond the childminder's home, including walks and visits to the library. Children explore nature through woodland walks and investigating mud, leaves, stones and pine cones. This gives them opportunities to be curious, develop new interests and build confidence in unfamiliar places.

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

Children develop remarkable resilience. For example, they repeatedly try to copy physical actions during music and movement sessions without frustration. As a result, children develop confidence, keep trying and do not give up when they encounter challenges. Children's individual circumstances are understood and highly valued. Children benefit from experiences such as swimming and visits to the zoo. They also benefit from routines that respond to their individual needs, helping them remain comfortable and ready to participate.

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

Children achieve well from their starting points, particularly in communication, physical development, confidence and relationships. They enjoy learning and are eager to take part in new experiences. Children follow their interests, explore a wide range of resources, and enjoy learning through play, songs, stories, outdoor experiences and visits in the local community. They build confidence, curiosity and independence and are well prepared for their next steps, including developing the communication, social and physical skills they need to move successfully into their future learning.

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Next steps

The childminder should make greater use of everyday routines to help children develop healthy habits, make positive choices, and become increasingly independent in caring for their own health and wellbeing. The childminder should further develop the curriculum and deepen conversations with children to extend their thinking and provide richer learning experiences that build effectively on what children already know.

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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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Our grades explained

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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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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