What is it like to attend this early years setting?

The provision is good.
Children settle well into the childminder's care. The childminder gathers key information from parents about children's needs and preferences. This helps the childminder and her assistant to foster close bonds with children. Children's experiences outside of the setting are carefully considered in the childminder's curriculum. For example, the childminder plans outings, such as a bus journey, when children have not had this opportunity before. This helps to widen children's awareness of safety in real-life situations, as well as, developing their knowledge of the local community around them.The childminder and her assistant make the most of opportunities for children to join in with songs and rhymes. They use actions and props to make these experiences fun and engaging. Children who speak English as an additional language spontaneously revisit their favourite rhymes. This helps them to practice and refine their speaking skills even further.The childminder has positive expectations for children's behaviour. She teaches them the importance of being kind to others and taking care of toys and equipment. Children respond well to incentives, such as receiving a sticker when they have been helpful. The childminder's nurturing and consistent approach helps children to play happily together and show empathy in their interactions.

What does the early years setting do well and what does it need to do better?

• The childminder has taken swift action to complete appropriate training in paediatric first aid. This helps to ensure she has the knowledge and skills to meet children's needs in the event of an accident or injury.
• The childminder has a clear curriculum to set out what she wants children to learn. There is a strong focus on supporting children's communication and language development. The childminder and her assistant speak clearly to the children, often explaining their actions, introducing new vocabulary and asking questions. This is particularly beneficial for children who speak English as an additional language.
• Children are encouraged to explore numbers and mathematical language in their play. When children use puzzles, the childminder encourages children to identify basic shapes and points out how they have 'three more pieces' to find. She prompts older children to use numbers to clarify how many sandwiches they would like to eat. This helps children to develop their numeracy skills even further.
• Since the last inspection, the childminder has created more opportunities for children to learn good hygiene practices. For example, they know the importance of washing their hands before handling food and take pride in brushing their teeth after lunch. These practices contribute positively to children's physical health and well-being.
• There are daily opportunities for children to spend time in the childminder's dedicated learning space. This well-planned environment offers a wide range of toys and games that capture children's interest, particularly those who enjoy role-play. Younger children often spend long periods of time engaged in their imaginative play. However, the childminder does not consider how she can build on their creative ideas to further extend their learning.
• The childminder and her assistant are positive role models. They demonstrate how to show respect for others and praise children when they use good manners. The childminder helps older children to understand that younger children are still learning how to share. This helps children to build tolerance and consideration when there are minor disagreements.
• The childminder regularly exchanges information with practitioners at the other settings children attend. This helps to deepen her understanding of children's development and how to plan for the next steps in their learning. The childminder shares regular updates with parents to ensure they are well-informed. Parents say that they appreciate the homely feel of the provision, and feel it is a highly safe and nurturing environment for their children.
• Together with her assistant, the childminder accesses a range of online training and webinars to help build on their professional development. The childminder discusses new guidance, particularly about safeguarding matters, with her assistant. This means that children are provided with experiences which continue to promote their welfare.

Safeguarding

The arrangements for safeguarding are effective. There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should:

• make better use of opportunities that arise during younger children's imaginative play to build on their ideas and stretch their learning even further.

Setting Details

• Unique Reference Number: 2603921
• Local Authority: Essex
• Inspection Number: 10279157
• Type of Provision: Childminder
• Age Range: 1 to 10
• Total Number of Places: 12
• Number of Children on Roll: 20
• Date of previous inspection: 31 January 2023

Information about this inspection

Inspector

Inspection Activity

• The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder.
• The childminder talked to the inspector about their curriculum and what they want the children to learn.
• The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning.
• Children spoke to the inspector about what they enjoy doing while with the childminder.
• The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of their views.
• Parents wrote to the inspector to share their views of the setting.
• The childminder provided the inspector with a sample of key documentation on request.

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