Childminder in Redbridge

Inspection date

Previous inspection date 23 September 2015 19 May 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children thrive in their learning and development because the childminder is attentive to their individual needs, and provides stimulating activities and experiences.  The childminder uses effective self-evaluation processes to review the quality of her provision and to monitor children's progress. Therefore, she is able to identify areas of strength and further development, to improve children's overall experiences.  Partnerships with parents and professionals in other settings the children attend are strong; this contributes to consistency in children's developmental progress.  The childminder carefully plans settling-in arrangements, which she ensures is unique to each child; this helps to promotes close relationships from the start.  Children moving on to other settings receive effective support from the childminder to enable them to move with confidence. Children use the skills they gain while with the

p.1

This provision is good

childminder to help them face new challenges, such as starting school.  Children learn from the childminder's positive approach about behaviour expectations; hence, children develop respect and show a strong familiarity towards one another.

p.1

It is not yet outstanding because:

 The childminder does not always use all opportunities to extend children's interests in the natural environment, particularly for those children who enjoy learning outdoors.

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

 extend further opportunities for children to learn about the natural environment, in particular to promote their interest when exploring outdoors.

p.2

Inspection activities

 The inspector held discussions with the childminder and talked to the children during the inspection, when appropriate.  The inspector observed a range of learning activities inside and during outdoor play, as well as during mealtimes.  The inspector sampled relevant documents, including children's records and assessments, and the childminder's policies and procedures.  The inspector discussed the childminder's self-evaluation systems.  The inspector looked at the written feedback provided by parents for the inspection.

p.2

Effectiveness of the leadership and management is good

The childminder's teaching skills are strong; this ensures children make effective progress from when they first start. Safeguarding is effective. The childminder keeps her safeguarding knowledge up to date, particularly current child protection matters. She seeks to improve her professional development, for example, through regular attendance at training and welcoming annual reviews from her local authority. The childminder promotes continuity of care and learning between her setting and the children's home. For example, she engages with parents daily using various methods; this ensures they have a detailed insight into their children's progress. The childminder has developed strong partnerships with other settings; this allows her to communicate about children's development in order to support them to move on. Parents express their praise for the childminder, including the high levels of learning opportunities and care for their children.

p.3

Quality of teaching, learning and assessment is good

Children make good progress in their learning and development because the childminder evaluates their needs very well. She carries out informative observations and plans effectively to enable children to make good progress in line with expectations. Children have a strong sense of choice in their play and welcome the engagement of the childminder to support them. They play for long periods at activities because the childminder carefully selects a range of resources to reflect their interests. All children make progress because the childminder skilfully adapts activities to allow all children to engage, regardless of their age and ability. The childminder offers children a broad range of activities in the home and in the community. Therefore, children are eager to play and address challenges with confidence, such as problem solving through routine tasks.

p.3

Personal development, behaviour and welfare are good

Children have close and trusting relationships with the childminder. She knows the children very well through her close observations; therefore, they show high levels of confidence and self-esteem. Children learn well about behaviour expectations because the childminder uses age-appropriate and positive strategies. Children benefit from regular play opportunities outdoors to develop their physical health and well-being. Children develop a positive outlook to being healthy; for example, they benefit from nutritional foods and engage in cooking activities regularly.

p.3

Outcomes for children are good

All children progress well in their learning. They present high levels of self-confidence and social skills; this helps them to take on new learning experiences, such as starting school.

p.3

Setting details

Unique reference number 128276 Local authority Redbridge Inspection number 836265 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

p.4

Telephone number

The childminder registered in 1995. She lives in Gants Hill, within the London Borough of Redbridge. She is available to care for children each weekday, throughout the year.

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 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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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