Mrs Kathryn Copping

Inspection date

Previous inspection date 14 March 2016 7 April 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 has a strong understanding of the Early Years Foundation Stage, which has a positive impact on the quality of teaching and her own professional development. For example, she gains ongoing support from other childminders to enhance children's learning and the activities she provides.  The childminder provides an environment that is family orientated. This helps children to be well settled and confident within their surroundings.  The childminder obtains useful information from parents at the point of children's enrolment to her setting, enabling her to support children's learning, given their starting points.  Children's safety and welfare are promoted well. For example, young children are consistently supervised while they sleep, and there are good safety measures in place. This minimises risk to children.  The childminder evaluates her service well to promote good outcomes for children. She

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This provision is good

gains feedback from parents to help her support children's learning.

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It is not yet outstanding because:

 At times, the childminder does not plan group sensory play activities, like the sand tray, so that children are able to access the resources fully to support their play experiences.  The childminder misses opportunities to strengthen children's awareness of foods and drinks that are good for them, for example at snack times and while preparing fruits.

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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

 develop the provision of sensory-based activities to enable children to participate fully and so increase their enjoyment of them  use opportunities throughout the day to strengthen children's awareness of healthy eating.

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Inspection activities

 The inspector observed the interactions between the childminder and children during play activities, and throughout the learning environment.  The inspector held discussions with the childminder at different intervals during the inspection.  The inspector spoke to children and took account of parents' views, such as through written feedback.  The inspector viewed evidence in relation to the childminder's self-evaluation, including observation and assessment records.  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 demonstrates a clear understanding of child protection procedures and her role in promoting children's welfare. She encourages her assistants to attend training to support children's learning. The childminder has built strong links with other early years providers to extend and support children's play and interests. For example, she closely works with school staff to obtain information about current topics. The childminder monitors children's learning and progress well. She has established developmental records and she meets children's individual needs and stages of development by planning for their future learning. She works closely with parents to support children's next steps in learning.

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Quality of teaching, learning and assessment is good

The childminder provides play experiences based on children's interests and what they enjoy. She uses good questioning methods to encourage older children to express their thoughts and experiences. This helps to promote children's communication and language skills. The childminder and her assistants plan outings to support children's understanding of key services within their community and how they work, such as visits to the local post office. Children's early writing skills are promoted well, such as taking part in drawing activities.

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Personal development, behaviour and welfare are good

Children form strong bonds with the childminder and her assistants. Young children benefit from sleeping while being cuddled, which helps support their rest time. Children behave well. They take part in group activities to help them learn about sharing and taking turns with their friends. This helps promote children's confidence in social situations. Children enjoy outdoor play. They experiment with the movements their make, such as jumping and stamping on cereal. Children learn to move in different ways to help promote their physical skills and well-being. For example, they take part in action songs.

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Outcomes for children are good

Children are supported well to help prepare them for their move to school. For example, they are encouraged to dress themselves and make choices about their own play. Children's imaginative play is supported well, enabling them to act out real-life situations. For example, children enjoy playing with dolls and baby slings. Young children enjoy exploring sensory experiences with their mouth, while others take pleasure filling and emptying buckets. The childminder uses this experience to help children learn about 'more', 'full' and 'empty' to support children's early mathematical skills.

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Setting details

Unique reference number 144521 Local authority Havering Inspection number 836686 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 15

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Name of provider

Date of previous inspection 7 April 2011

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Telephone number

The childminder registered in 1996. She lives in Hornchurch, in the London Borough of Havering. The childminder holds a level 3 childcare qualification. She works all year round.

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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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