Jasmin, Suraia

Inspection date

Previous inspection date 17 September 2015 28 October 2008

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a secure knowledge and understanding of the Early Years Foundation Stage. She regularly monitors her performance to identify areas of strength and improvement, and attends training in order to improve outcomes for children.  The quality of the childminder's teaching is good. She has effective assessment arrangements in place, which she uses well to monitor children's progress and identify their next steps in learning.  The childminder has a secure understanding of her role in safeguarding children. She has effective practices and procedures in place to demonstrate this. As a result, children are safe and well cared for.  Children settle well in the childminder's care; they benefit from the secure and trusting relationships that they have established with her. As a result, they are growing in confidence and developing their independence.  The childminder has established effective partnerships with parents. She understands

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This provision is good

the benefits of working with parents and other professionals to provide children with consistent and quality learning experiences.

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It is not yet outstanding because:

 The childminder provides fewer opportunities at times for children to fully explore and investigate technology, and learn how things work.  The childminder does not always make the best use of all opportunities to extend children's use of their home language in order to strengthen their language development.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend opportunities for children to use their home languages in their everyday play  increase opportunities for children to develop their understanding of technology and how things work.

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Inspection activities

 The inspector observed interactions between the childminder and the children while they engaged in activities.  The inspector held discussions with the childminder relating to her practice.  The inspector observed areas within the home used for childminding.  The inspector and childminder jointly observed the children at play.  The inspector sampled some of the childminder's written records and other relevant documentation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the legal requirements to keep children safe from harm. She has detailed policies and procedures in place, which she uses well to underpin her practice and promote children's welfare. She has robust systems for managing her own performance to help her identify and improve her teaching practice. The childminder takes into account the views of parents and the local authority to assist in evaluating her practice and to target specific training to increase her skills and knowledge. She effectively monitors children's learning and development. This helps her to maintain a clear overview of their progress and target purposeful next steps to support children's individual learning needs.

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Quality of teaching, learning and assessment is good

The childminder has a confident understanding of her role in promoting children's learning and the quality of her teaching is good. She provides an interesting and challenging learning environment, where children enjoy a broad range of experiences across all areas of learning. Children show a keen interest in numbers and counting, which the childminder successfully builds on as they play. For example, she encourages children to count different objects and to recognise numbers on displays and in books that they look at together. The childminder fosters children's language development well, for example, as she repeats phrases, names objects, sings and reads to them.

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Personal development, behaviour and welfare are good

Children benefit from the caring and respectful relationship they have with the childminder, and they develop strong attachments. They enjoy a well-resourced learning environment, where they have access to a good range of toys and equipment; this promotes their all-round learning experiences. Children develop a good understanding of how to keep themselves safe and healthy, for example, through effective hygiene routines and gentle reminders about healthy eating. Children's behaviour is good; they play well together, and they listen to and respond well to the childminder's requests. Children have good opportunities to engage in physical activities, such as daily trips to the park and playgroups. They learn about people from different backgrounds through their everyday experiences. For example, they play with toys that depict various images of people. As a result, children learn to value differences and similarities between themselves and others.

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Outcomes for children are good

Children make good progress. They are developing the necessary skills for the next stage in their learning. For example, children are kind and caring towards each other and they share toys. They enjoy mixing andplayingwith other children and, therefore, develop good social skills in preparation for their move to school.

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Setting details

Unique reference number EY355420 Local authority Tower Hamlets Inspection number 812205 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 28 October 2008

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Telephone number

The childminder registered in 2007. She lives in Bethnal Green, in the London Borough of Tower Hamlets. She lives in a flat on the third floor, which can be accessed via a lift or stairs. The childminder operates Monday to Friday, from 8am to 6pm, throughout most of the year.

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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.

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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.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

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

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