Childminder in EssexOfsted report card, 18 Sept 2026

Childminder

Unique reference number (URN): 2841382 Registered with Ofsted: 17/06/2025 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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Achievement Expected standard

Children typically make steady progress across all areas of learning as a result of attending the childminder's setting. They show curiosity and confidence to explore and are keen and eager learners. Children communicate their needs and use a varied vocabulary. They generally demonstrate positive listening skills and engage enthusiastically in discussions and interactive stories with the childminder. Children learn skills to support independent learning. For example even the youngest show they are capable preparing for outdoor play. They make positive efforts to put outdoor shoes on and seek adult support as needed.

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Achievement Expected standard

Children including those who may face barriers to learning, are well-prepared for the transition to school or preschool. Children benefit from the childminders focus on supporting children's emotional wellbeing. As a result children feel safe and secure and are able to fully participate. Children demonstrate secure mathematical understanding through practical experiences. They thrive in the variety of opportunities provided. Children count with ease, compare numbers, order and recognise patterns. Children explore shape, space and measure during play.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in the childminders care. They are familiar with the daily routines and high expectations of the childminder. This provides children with opportunities to play and learn in a positive, calm and respectful environment. Children respond well to the attentive, kind childminder. They delight in the praise and reassurance they receive. Typically behaviour is positive throughout the day. Children listen to instructions and respond positively to the childminders requests. The childminder is a calm and caring role model and uses every opportunity to reenforce positive behaviour. Children, however are not consistently taught the routine of returning toys when they have finished using them. As a result, they do not consistently develop independence, take responsibility for resources or learn to care for their environment.

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Behaviour, attitudes and establishing routines Expected standard

Children have very secure and trusting bonds with the childminder. They make friendships with others attending. Children engage the childminder in their play. For example, young children ask the childminder to visit their play shop. They suggest food she may like to buy. Children also learn how to play collaboratively as the childminder teaches children to take turns and share with others. For example, children enthusiastically ride bicycles and learn to patiently wait to have a turn. The childminder supports children to recognise and talk about their feelings and emotions. The childminder effectively uses books, and stories that help children understand their feelings. She is calm, reassuring and gives children time and space when helping them regulate their emotions. To ensure children's welfare, and are able to fully participate, the childminder positively encourages punctuality and attendance.

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Children's welfare and wellbeing Expected standard

The childminder is dedicated to provide quality care and education within a home-from- home setting. She is committed to ensure children are happy and settled as she recognises they will learn well if they feel secure. Therefore, she invests time getting to know children before they attend, which includes providing opportunities to meet them in their own home. Priority is given to ensure children's emotional wellbeing is supported. The childminder encourages a well-planned, settling-in process. These are tailored to meet each child's individual needs. This ensures children transition from home to her care with ease.

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Children's welfare and wellbeing Expected standard

Children have established close and trusting bonds with the nurturing and calm childminder. For example, when they feel sad or need reassurance they enjoy cuddles. The childminder provides them with the reassurance they need to continue with their play.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing. Familiar and consistent routines meet the individual needs of all children effectively. For example, the childminder is sensitive as she gently suggests children may feel more comfortable if they have a nappy change. She ensures their privacy and dignity at this time. The childminder promotes children's health and wellbeing as she plans daily outings outside the home, such as visits to the adventure park or soft-play activities, providing opportunities for exercise and fresh air. Children also have daily opportunities to be physically active as they play in the garden.

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Curriculum and teaching Expected standard

The childminder typically provides children with a broad and ambitious curriculum that covers all areas of learning and development. Accurate assessments are completed routinely, and the childminder understands children's abilities well and highlights any barriers to learning. This means all children are supported effectively. For example, adult-led activities are well planned to ensure all children can fully participate and learn, regardless of their age or stage of development.

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Curriculum and teaching Expected standard

There is a sharp focus on developing children's speech and language skills. The childminder effectively promotes children's love of books. She plans weekly activities around familiar stories, such as 'Goldilocks and the three bears'. The childminder provides children with lots of opportunities to engage in music and singing and children listen with intent and have immense fun as they dance and sing along. The childminder encourages the use of instruments and listening to beats and rhythm and this also supports children to communicate in different ways. However, while the childminder does engage children in meaningful conversations, she does not consistently encourage children to think and solve problems for themselves, and therefore, this does not fully extend their learning.

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Curriculum and teaching Expected standard

The childminder places significant importance on independence, personal, social and emotional development, communication and physical skills to ensure children make steady progress from their starting points. Simple mathematical concepts are woven through all activities. For example, the childminder encourages children to count during play and recognise shape and size. Mathematical and positional language is introduced. For example, the childminder encourages children to compare the three bears in the story and identify the smallest or biggest.

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Inclusion Expected standard

The childminder ensures children experience an inclusive culture and environment where they are welcomed and can participate fully. She places a focus on promoting positive communication with parents and carers. This is a priority and ensures effective partnerships and a collaborative approach to supporting children. The childminder does not currently care for any children with special educational needs and/or disabilities or those who face barriers to their learning. However, she ensures she spends time getting to know the children and their individual needs. This means she can make accurate assessments of the children's starting points.

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Inclusion Expected standard

Children can freely access resources to initiate their own play and learning where the childminder routinely observes and assesses the children's progress. She has a secure knowledge of child development and understands when children may require extra support to meet their full potential. The childminder typically monitors children's progress to identify what they need to learn next and highlight any emerging gaps. The childminder is very aware to respond to emerging needs of children in her care and the need to work closely and sensitively with parents, carers and other early years professionals involved with the children. The childminder is clear that any additional funding must be used to support the specific needs of individual children. For example, providing additional resources or experiences to bridge any gaps.

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Leadership and governance Expected standard

The childminder demonstrates a passion and enthusiasm to provide children with quality care and education. She typically uses self-evaluation to implement changes and highlight areas to develop further. For example, while the childminder does not currently care for children with additional needs, she has identified a desire to strengthen her knowledge and understanding of how to support children with barriers to learning or have special educational needs and/or disabilities. The childminder has only been working a short while and positively welcomes feedback that will improve outcomes for children. She has completed some training to strengthen knowledge and skills, and ensures she is up to date with mandatory training, such as first aid and safeguarding. However, strengthening knowledge further on how to support children's independent problem solving and critical thinking skills, would benefit outcomes for children and their continued progress to a higher

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Leadership and governance Expected standard

The childminder has established effective, professional but friendly partnerships with parents and carers and works closely with them to support children's individual care needs. Robust information is shared during the flexible settling-in sessions. Parents speak highly of the childminder. They comment on the complete trust they have in the childminder, and that transition from home is seamless. They also say the childminder is extremely welcoming and appreciate the thorough communication provided. The childminder effectively uses any additional funding children receive in consultation with parents. This ensures any gaps in learning or opportunities are supported.

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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 arrive confident, happy and with enthusiasm to start their day. They are warmly welcomed by the kind caring childminder, who is pleased to see them. Children are ready to play and learn and settle quickly to a chosen activity. Children are comfortable in the inclusive and welcoming environment provided. Children participate in a broad range of age- appropriate activities. The childminder is knowledgeable of the children in her care and ensures that initial assessments are carried out. This enables her to plan activities that builds on what children already know and their emerging needs and helps them acquire the

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Inspector:

Lynn Hartigan skills they need to be independent. The childminder is highly effective at supporting children's personal, social and emotional wellbeing. Children thrive in the childminders care and have established close attachments to the nurturing childminder. They make friendships with others attending.

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Inspector:

Children are confident communicators. They learn new words as the childminder supports children's language by engaging in meaningful conversations. Children benefit from the childminder's use of clear, simple language and repetition, which helps them develop their communication skills and become confident, independent learners. Children are becoming increasingly independent as the childminder encourages and guides them. For example, children take care of their personal needs with confidence and can access the bathroom independently.

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Inspector:

Children thrive in this homely environment. There is a sense of belonging. For example, children know to remove their shoes as they arrive and where to store them, along with their coats and personal belongings. Through planned outings, such as visits to toddler groups, the zoo or gymnastics club children have many opportunities to socialise with others. This also helps them understand the wider world other than the community in which they live. The childminder builds professional but friendly partnerships with parents. She values and respects their wishes regarding routines and ensures that these are followed in her setting, as she understands the importance of continuity in helping children settle. The childminder positively encourages punctual attendance to ensure that children can fully participate.

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Next steps

The childminder should strengthen questioning techniques to help children think critically and solve problems independently. The childminder should help children to understand how to take more care of their resources, particularly when they are leading their own play.

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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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About this setting

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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