Childminder in Barking and Dagenham

Inspection date

Previous inspection date 19 April 2016 1 June 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

 Children settle in quickly, feel safe and are confident. The childminder forms positive relationships with children. This helps to support their well-being and helps them to be emotionally ready for the next stage in their learning.  The childminder gathers relevant information about children's starting points and involves parents in this process. This helps her to plan for children's development straight away and supports them in making a good start.  Children play in a warm, welcoming environment. They confidently choose to play from a good range of resources that support their development in all areas of learning. Effective teaching ensures they make good overall progress.  The childminder completes regular observations of children. This helps her to know the next stage in their learning and plan for them effectively.  The childminder keeps most of her knowledge up to date and manages her professional

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This provision is good

development well. She embeds current changes to legislation in her practice, helping her to meet requirements.

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It is not yet outstanding because:

 The childminder does not always ensure children are fully engaged in their activities to help extend their learning even further.  At times, the childminder is not confident in the way that she supports children who have special educational needs, so they make even better progress.

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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

 review daily routines so children remain motivated and excited to learn throughout the day  enhance expertise, particularly in helping to support children who have special educational needs.

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Inspection activities

 The inspector held discussions with the childminder about her setting.  The inspector observed the interactions between the childminder and the children in her care.  The inspector sampled a range of documentation including risk assessments, children's learning records, attendance registers, and the childminder's self-evaluation.  The inspector viewed parts of the premises used for childminding.  The inspector took into account the views of the parents and carers spoken to on the day.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder implements policies and procedures to promote the welfare of children and understands her role in keeping children safe. She knows what to observe if a child is at risk and where to report her concerns. The childminder reflects on her practice. She identifies what she does well and recognises the areas in her practice that may need developing. The childminder also seeks the view of others, such as children, parents and her coordinator, to help her make improvements to her service. For example, she recently acted on the advice of a parent and developed the resources that she provides for older children. This encourages them to be excited and interested in activities when they attend after school.

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Quality of teaching, learning and assessment is good

The childminder works well with parents to support children's development. She checks on progress very carefully and updates parents regularly about their children's progress and how they were during the day. The childminder also speaks to parents regularly about how they can help their children at home to support their development further. The childminder usually adapts her practice to suit the needs of the children or to help her support children to learn. For example, she works with parents to learn important words in children's first language if children are learning English as an additional language. This helps her to support their communication and language development well.

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Personal development, behaviour and welfare are good

Children learn about different people in the community. The childminder provides a wide range of opportunities for children to learn about others. This helps them to respect others' backgrounds and value their differences. The childminder provides healthy foods for children, such as fruit at snack time. Children also have opportunities to play outside and be active. This encourages them to learn about healthy lifestyles and supports their physical well-being. Children behave positively. The childminder acts as a good example of how to treat others. For example, she talks to them in a calm manner and teaches them to say 'please' and 'thank you'. She responds well to the personal needs of younger children and they are well cared for. For example, the childminder changes nappies and assists children in wiping their noses if needed.

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Outcomes for children are good

Children develop their early writing skills, such as while painting using paintbrushes. They develop their early mathematical skills steadily and learn to count. For example, children count their steps accurately as they climb stairs. Children learn about how to wash their hands during the day, helping them to manage their own personal needs.

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Setting details

Unique reference number EY339232 Local authority Barking & Dagenham Inspection number 828343 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 4 Number of children on roll 3

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Telephone number

The childminder registered in 2003. She lives in Barking, within the London Borough of Barking and Dagenham. The childminder operates weekdays from 7am to 7pm. She also operates weekends from 8am to 4pm and is available all year. The childminder holds an appropriate qualification in childcare 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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