Livermore Tania Elizabeth

Inspection date

Previous inspection date 13 April 2016 2 February 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 knows the children well; she plans effectively for their individual learning, monitors their progress and identifies their next steps to inform future planning. Children make consistently good progress in all areas of learning.  Children show high levels of confidence. They behave very well and cooperate with others during their play, which helps them to build strong friendships.  The childminder promotes children's physical skills according to their ages and stages of development through a wide variety of interesting experiences, including daily outings in the community.  The childminder builds warm, caring relationships with the children and responds appropriately to their personal and emotional needs. The children are happy and settled in a welcoming environment.  Effective working partnerships have been established with other early years professionals. These are used to help promote continuity and consistency in children's

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It is not yet outstanding because:

 The childminder does not make best use of opportunities to promote children's skills in solving simple mathematical problems.  The childminder does not fully promote children's growing sense of responsibility during their 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

 help children to develop their mathematical skills in a meaningful way as they encounter and begin to solve simple number problems in their play  support children in developing their sense of responsibility, making the most of opportunities that arise from their play and activities.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector looked at documentation, including a sample of children's records, planning and assessments, and checked the suitability of the childminder and other household members.  The inspector took into account the written views of parents.  The inspector held discussions with the childminder and the children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role and responsibility to promote children's welfare. This includes how to respond in the event of a concern about a child. She has a good understanding of the legal requirements and shows dedication and a strong commitment to the service she offers. The childminder undertakes a range of professional development activities to help her to improve her practice. She regularly reviews her overall practice to ensure that she continually improves the quality of her setting. For example, she has purchased resources based on children's interest. She has also developed children's learning records and checks their progress carefully to identify any gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder accurately observes and assesses children's progress and shares this information with parents so that they can support their child at home, for example, she encourages children to hold a pencil correctly during early writing activities. Children play imaginatively and the childminder uses their interests well to extend their learning. Children pretend to talk on the telephone with the childminder and have conversations about what they have been doing. This is one way that the childminder helps children to develop good speaking and listening skills. The childminder effectively promotes the learning and development of children in her care. She helps to support their communication and language skills well. For example, she asks the children to repeat the names of the animals in the story as she checks their pronunciation.

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Personal development, behaviour and welfare are good

The childminder's effective settling-in procedures help children to form strong attachments with her. She encourages them to accept and respect others through her interactions and the experiences she offers them. From an early age, children learn good manners, such as saying please and thank you. They learn that their views are of value and are important. For instance, the childminder gives them the opportunity to make choices in their play and talks to them about their likes and dislikes. She gives them positive praise and encouragement. This helps boost their confidence and self-esteem. The childminder successfully supports children to develop their understanding of healthy lifestyles. For example, they grow and eat vegetables and talk about the health benefits of this.

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Outcomes for children are good

Children make good progress. They eagerly explore their surroundings and interact well with the childminder. Children communicate well and demonstrate friendly behaviour to others. They are acquiring the necessary skills and levels of independence needed to prepare them for their future learning and their eventual move to school.

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Setting details

Unique reference number EY221627 Local authority Essex Inspection number 848206 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 14

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Name of provider

Date of previous inspection 2 February 2011

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Telephone number

The childminder was registered in 2002 and she lives in Chelmsford, Essex. She operates Monday to Friday, from 7.15am to 6pm all year round except for bank and family 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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