Childminder in Barking and Dagenham

Inspection date

Previous inspection date 26 January 2016 15 August 2011

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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 creates a warm and homely environment. She spends time getting to know the children and develops strong, caring relationships with them. Children are happy and confident learners.  Teaching is good. The childminder carries out regular observations and uses these to plan activities which support children's individual learning needs. Children make good progress from their starting points.  The childminder has a secure understanding of safeguarding practices and ensures children's safety at all times.  The childminder effectively supports children's communication and language skills. For example, she models new vocabulary and makes good use of questioning to help promote children's early speaking skills.  Children have opportunities to develop their independence. They choose and make decisions about what to play with and how they spend their time.

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It is not yet outstanding because:

 Occasionally, the childminder does not make the most of opportunities to develop children's mathematical skills through everyday play experiences.  The childminder does not always use all opportunities to strengthen partnerships with other providers, such as schools, to enable her to build on what she already knows about individual children.

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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 further opportunities to develop children's mathematical development in everyday play  strengthen processes for working in partnership with other providers to enhance information sharing and to promote the best possible outcomes for children.

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Inspection activities

 The inspector observed practice and held discussions with the childminder.  The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector viewed suitability checks for all adults living on the premises.  The inspector looked at the childminder's self-evaluation form and a selection of policy documents, including her safeguarding policy and procedures.  The inspector considered the views of parents recorded by the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to report any welfare concerns. She regularly monitors children's progress to quickly identify and close any emerging gaps in their learning. The childminder implements a wide range of procedures, placing a highly priority on promoting children's welfare. She checks the environment daily and takes effective steps to reduce hazards. For example, children regularly practise the fire drill so that they know what to do in an emergency. The childminder develops positive relationships with parents and regularly shares information about their children's learning and well-being. She has addressed the areas for improvement set at the last inspection. The childminder is developing new methods to communicate with parents to increase children's learning and development. She demonstrates a strong commitment for continuous improvement. She ensures her

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Effectiveness of the leadership and management is good

professional knowledge is current and her provision meets the needs of all children.

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Quality of teaching, learning and assessment is good

The childminder interacts well with children and gets involved in their chosen play, which helps motivate and engage them further. She uses her skills effectively to plan activities in response to children's interests and abilities. Children play imaginatively with each other, for example, they delight as they attentively care for their play dolls. The childminder provides children with opportunities to develop their early literacy skills. For example, children have access to a wide range of books and enjoy snuggling up with the childminder for story time. The childminder provides a variety of resources which help support younger children's physical development, such as early walking skills.

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Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's care. She establishes nurturing and caring relationships with them. The childminder sensitively deals with any minor disagreements that occur as children play, teaching them to be respectful to one another. She teaches children to learn about acceptable behaviour, and offers consistent praise, encouraging children to have a go. Children are developing good hand control and coordination. For example, they enjoy cutting up their fruit, and confidently use a range of tools and equipment. The childminder promotes children's good health. For example, she supplements children's lunchboxes from home with healthy snacks.

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Outcomes for children are good

Children make good progress typical for their age and stage of development. They are keen and confident learners. All children are gaining the necessary skills in preparation for the next stage in their learning, including school.

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Setting details

Unique reference number 504325 Local authority Barking & Dagenham Inspection number 842178 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 15 August 2011

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Telephone number

The childminder registered in 2001. She lives in Dagenham East, in the London Borough of Barking and Dagenham. She operates all year round, from 7.45am to 6.30pm, except for bank holidays.

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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

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

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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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