Childminder EY437857

Inspection date

Previous inspection date 8 April 2016 31 May 2012

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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 good understanding of the Early Years Foundation Stage. She plans meaningful activities to support children's progress in all areas of learning.  The childminder creates an environment that is child centred. Children are happy and settled while in her care.  Children receive effective support to help them prepare for their next move to school. For example, the childminder discusses their new surroundings, including making new friends.  Children have access to a good range of toys and resources, which the childminder effectively uses to support their learning. Children make good progress that is typical for their age and stage of development.  The childminder effectively undertakes regular assessments to identify and address children's individual learning needs and interests.  The childminder builds strong relationships with parents and she has established links with other early years providers. She exchanges regular information to promote

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This provision is good

children's learning, such as through a daily diary and newsletters, and holds regular discussions.

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It is not yet outstanding because:

 The childminder misses some opportunities to strengthen further children's mathematical language, including their use of numbers, for example, when comparing objects during everyday play.

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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

 use all opportunities throughout the day to strengthen further children's understanding of mathematical language, including use of numbers.

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Inspection activities

 The inspector observed the interactions between the childminder and children during play activities.  The inspector spoke to parents and children throughout the inspection.  The inspector held discussions with the childminder at different intervals during the inspection.  The inspector observed children's resources and their level of engagement to learn.  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 is clear about safeguarding issues, including the procedures to follow in order to report any welfare concerns. She actively pursues her professional development. For example, she attends courses to increase her knowledge, such as on behaviour expectations and how to enhance her assessment records. She seeks support from other childminders and her local authority to promote good quality teaching. The childminder has established strong links with other early years providers to ensure children's play and interests are consistent. She evaluates her service well, which helps to promote strong outcomes for children. For example, children learn about similarities, differences and the wider community, such as through planned activities.

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Quality of teaching, learning and assessment is good

From the outset, the childminder works closely with parents to gather information and to build on children's starting points. She plans play experiences to support children's interests and challenge their learning. For example, she plans safe and suitable outings to help support children's interactions with their friends and others. The childminder skilfully extends children's understanding of nature, including animals. For example, she reads books to children about animals, discussing their behavioural traits. She further encourages children to observe animals in their natural habitat, such as during planned outdoor pursuits. Furthermore, children take pleasure sharing their experiences with others, such as about planting broad beans. They show a good awareness of where foods come from, including the importance of healthy eating.

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Personal development, behaviour and welfare are good

The childminder creates an environment that fosters children's independence in practical ways. For example, she encourages children to move safely around the home, including when outdoors. Children learn to make decisions, including about their own play. Children are well behaved and they learn good social skills from a young age. For example, mealtimes are social occasions, where they engage well with others and make choices about what they would like to eat. The childminder gently reminds children about personal safety, such as sitting appropriately while using a chair. The childminder helps children to make healthy choices to promote their good health. For example, children enjoy an assortment of fresh fruits and vegetables for mealtimes.

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Outcomes for children are good

Children are confident talkers. For example, they comfortably respond to questions, expressing their thoughts and ideas well. Children learn to negotiate space and practise different physical movements, such as while playing on large equipment. Children gain good creative skills and enjoy activities, such as making fishes and butterfly prints.

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Setting details

Unique reference number EY437857 Local authority Havering Inspection number 824302 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 2011. She lives in Upminster, in the London Borough of Havering. She works during weekdays and operates 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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