Tilson, Charlotte Louise

Inspection date

Previous inspection date 13 May 2016 30 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 engages skilfully with the children to help them enjoy and achieve in their learning. Children take part in well planned and exciting activities which build on their interests and meet their individual needs.  The childminder knows children well and continually assesses, monitors and supports their learning and development. Children make good progress in their learning. The childminder supports them to gain key skills they need to be ready for the move to nursery or school.  Children are happy in their surroundings and show pleasure in their play and interactions with the childminder. They demonstrate that they feel safe and emotionally secure in the friendly environment.  The childminder keeps parents well informed and involves them in their children's learning effectively. For example, she regularly shares information, photographs and development summaries and keeps parents up to date with their children's next steps

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This provision is good

in learning.  The childminder has established positive partnerships with professionals and other settings that children attend. For example, she shares information with them that helps to promote consistency in children's learning.

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It is not yet outstanding because:

 The childminder has not focused her professional development sufficiently on raising the quality of her teaching, in order to help children exceed the good progress they already make.  Self-evaluation does not set precise and challenging targets to raise the quality of the provision to an outstanding level.

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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

 focus professional development more sharply on raising the good standard of teaching further  set more challenging targets for improvement and increase the potential of achieving excellent outcomes for all children.

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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 was given a tour of the areas of the home used for childminding purposes.  The inspector looked at relevant documentation, such as the self-evaluation and evidence of the suitability of the childminder and other adults in the household.  The inspector looked at children's assessment records, risk assessments and a sample of policies.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good knowledge of child protection. She understands her responsibility to promote children's safety and knows the procedure to follow if she has a concern about a child's welfare. The wide range of policies and procedures is reviewed regularly to help the childminder maintain her good practice. The childminder successfully minimises potential hazards in her home and implements secure procedures to keep children protected on outings. The childminder gives parents good information about her provision and children's development. She helps to support them in carrying on children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She plans activities that are interesting to them. Children enjoy investigating insects. They learn early mathematical skills as they count the wings and legs of creatures and discuss the life cycles of butterflies. The childminder models language skilfully. Young children learn different describing words to explain how jelly sounds when they drop it onto the tray from a distance. Children develop their physical skills while playing in the garden. They enjoy competing with each other on an assault course, which the childminder makes for them in the garden. They learn skills, such jumping and bouncing, safely. Children have fun joining in with familiar songs and rhymes, smiling and clapping happily as they do so.

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Personal development, behaviour and welfare are good

Children are happy, confident and motivated learners who thrive in the stimulating environment. The childminder uses visits to groups in the local community to develop their social skills and confidence. Children's behaviour is good. They play cooperatively and are kind and courteous to each other and the childminder who praises them appropriately throughout the day. Children are very independent. The childminder gives children choices about what they want to play with. She reminds them to be considerate of each other and to share toys and resources. Children's safety is given priority. The childminder provides children with hats which help to protect them from the sun when they go out to play. Children benefit from selecting their own healthy snacks. They enjoy picnics in the garden while having conversations about how creatures survive in the water. They use knives to cut their own fruit and know that it is safer to cut grapes in half before they eat them.

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Outcomes for children are good

Children are very well prepared for the next stage in their learning and their eventual move on to school. They have positive attitudes towards learning and make good progress in their development. Children learn skills which help them to be independent. They wash their hands and put their own shoes on. Older children are able to write their names using their fingers and paint. They confidently blend the sounds that letters make, demonstrating their good early reading skills.

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Setting details

Unique reference number EY436179 Local authority Thurrock Inspection number 853726 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 9

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Telephone number

The childminder was registered in 2011 and lives in Essex. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate 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

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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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