Smith Karen

Inspection date

Previous inspection date 6 May 2015 27 January 2011

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder gives good support to children's well-being and meets their physical care needs to a good standard. Children build safe and secure relationships with the childminder and are very much at home in her care. This promotes children's emotional development.  The childminder sustains high-quality interactions with children. Children develop good communication, listening and language skills. They are confident during their play and interactions with the childminder and other children. Consequently, they are gaining the necessary key skills to be ready for the next stage in their learning.  The childminder is a good role model. She consistently encourages children's understanding of turn taking and good behaviour. As a result, children behave very well and play happily together.  The childminder fully understands her responsibility to protect children from harm. She is very clear about the procedures to follow, should she have a concern about a child's

p.1

This provision is good

welfare. This helps to keep children safe.  The childminder ensures that children understand the importance of healthy lifestyles and healthy food.  The childminder improves her provision. She thinks about what she needs to do and sets herself suitable targets to help her improve her knowledge.

p.1

It is not yet outstanding because:

 The childminder does not always make the most of play opportunities to extend children's early mathematical knowledge and understanding.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 provide more frequent opportunities for children to learn about mathematical skills and concepts through their play experiences.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations of children's play and learning in the home and garden.  The inspector discussed with the childminder how she delivers the educational programmes for children.  The inspector checked evidence of the childminder's safeguarding knowledge and took account of her self-evaluation and the views of parents.  The inspector looked at all available documentation as part of the inspection process.  The inspector carried out a joint observation with the childminder.

p.2

who attend. This is good

The childminder promotes children's development across all areas of learning. Children have free access to a wide range of resources that help them to develop independence. They learn life skills and develop an understanding of the community and environment around them, by going on daily outings. The childminder spends all her time with children and, overall, she displays good teaching skills that support their play. She makes good use of opportunities to reinforce children's speech and introduce new words during a planting activity. Children see numbers on posters in the conservatory. However, they do not always develop their problem-solving skills and understanding of mathematical concepts as they play. The childminder and parents have a detailed daily exchange of information about children's achievements. Consequently, children have consistency of care and there is a close link between home and the childminder.

p.3

good

The childminder's home is welcoming. She maintains good relationships with children, who feel safe and secure, promoting their emotional well-being. The younger children often seek the childminder out to offer her cuddles, a 'thumbs up' or conversation. Children have opportunities to be active and engage in physical play in the stimulating garden and on daily outings. The childminder offers constant opportunities for children to develop independence skills. For example, children learn to put on coats and shoes. The childminder is kind, caring and has a calm and patient approach with children. She gently reminds children to say, 'please' and 'thank you', as needed. Children listen well to her and respond positively to the praise and encouragement they receive, which prepares them well for school.

p.3

provision is good

The childminder has a good knowledge of the required policies and procedures to follow. She thoroughly reviews risks in the environment and involves children in helping to keep her home safe and secure. For example, children help to tidy resources away. The childminder uses effective systems for evaluating her practice well. She is determined to continue to make positive changes and attends training to strengthen her knowledge. Effective partnerships with other professionals and childminders help to maintain continuity for children. The childminder fully supports children's individual needs. She uses effective systems to monitor their learning and identify any gaps to address. As a result, all children make good progress.

p.3

Setting details

Unique reference number EY260973 Local authority Thurrock Inspection number 856004 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 27 January 2011

p.4

Telephone number

The childminder was registered in 2003 and lives in Grays, Essex. She operates all year round from 7am to 6.30pm, Monday to Thursday, except for bank holidays and family holidays.

p.4

Telephone number

This inspection was carried out by Ofsted 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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5