Childminder EY320882

Inspection date

Previous inspection date 29 February 2016 23 March 2010

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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 an environment that is welcoming, warm and family orientated for children and their families. She helps children to build a strong sense of trust and belonging.  Children generally benefit from a good range of experiences both in the learning environment and during outings, to promote their learning skills.  The childminder uses her good knowledge of children's individual needs and abilities to plan challenging activities. Children show motivation to learn and make good progress, given their starting points.  The childminder implements effective methods of communicating with parents. She ensures there is a thorough exchange of information, which helps to support children's care and learning needs.  The childminder implements robust risk assessments to enhance children's safety and welfare. For example, she undertakes regular visual and written checks of the home, including during outings, to keep children safe.

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It is not yet outstanding because:

 The childminder does not always explore different ways to strengthen children's early writing skills further.  The childminder does not always help children to gain a deeper understanding of the benefits of following good hygiene practices, such as hand-washing routines.

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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

 increase the range of opportunities throughout the day for children to enhance their early writing skills  explore ways to promote further children's understanding of good hygiene practices.

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Inspection activities

 The inspector observed the interactions between the childminder and children during play activities, and took account of children's experiences through discussion.  The inspector spoke to the childminder at different intervals during the inspection.  The inspector obtained the views of parents through discussion and observation.  The inspector looked at the evidence in relation to the childminder's self-evaluation and observed outdoor play activities.  The inspector sampled relevant documentation, including the childminder's policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role in protecting children and implements procedures to promote children's welfare. The childminder takes effective steps to improve her teaching practice and explores ways to increase her knowledge and skills. For example, she receives support from the local authority and other childminders, and undertakes personal study. Additionally, she holds a relevant childcare qualification, which significantly impacts on the quality of children's learning experiences. The childminder evaluates her practice well to promote strong outcomes for children. For example, she seeks the views of parents and uses self- evaluation as a tool to drive continuous improvement.

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Quality of teaching, learning and assessment is good

From the outset, the childminder works closely with parents so that she has a good understanding of children's abilities and interests. She has a flexible and professional approach towards settling-in new children to aid their transfer from home to the setting. For example, she welcomes spontaneous visits. The childminder uses observation and assessments effectively to plan children's next steps in learning. She knows children well and monitors their learning regularly, so that they make good progress. Young children show increasing confidence in early mathematics; for example, they use and imitate simple numbers. The childminder celebrates a wide range of festivals. For example, she plans outings to places of interest to help children gain an understanding of similarities and differences in the wider world, such as visiting exhibitions about diversity.

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Personal development, behaviour and welfare are good

All children learn good social skills and respect for others. For example, they learn basic signing for 'please' and 'thank you', and play harmoniously together. The childminder encourages children's independence by enabling them to do things for themselves. For example, from a young age, children attempt to put on their shoes and learn to take a lead about their own play choices. Children have a good understanding of keeping themselves safe, including during outings. They learn about the importance of a healthy lifestyle, such as foods that are good for their bodies. Furthermore, children benefit from a varying range of activities to promote their physical well-being and to care for their environment. For example, they enjoy visiting local parks, farms and community groups.

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Outcomes for children are good

Children develop strong communication and language skills, and learn to become confident talkers. For example, they take pleasure in sharing past experiences and express their needs well, enabling them to be fully equipped for their move on to school.

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Setting details

Unique reference number EY320882 Local authority Havering Inspection number 827315 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 23 March 2010

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Telephone number

The childminder registered in 2006. She lives in Gidea Park, in the London Borough of Havering. The childminder works all year round and she hold a relevant childcare qualification at level 3.

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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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