Childminder in Barking and Dagenham

Inspection date

Previous inspection date 20 May 2016 12 March 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 form strong attachments with the childminder. They learn to explore their environment with ease and show that they feel secure.  The childminder keeps her knowledge and practice current. She is committed to seeking training opportunities to support good outcomes for children. For example, she is exploring training on different methods of communication, such as signing.  The childminder acts as a good role model to help children learn social skills, including sharing, taking turns, and respect for their friends. Children effectively build their self- esteem and empathy for others.  The childminder obtains useful information from parents to develop a good understanding of how to support children's routines and next steps in learning. All children make good progress, given their starting points.  The childminder understands the importance of working in partnership with school staff and other early years providers, to support and complement children's learning and

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It is not yet outstanding because:

 The childminder misses opportunities to help children explore how things work and to extend further their skills in using everyday technology.  The childminder does not use all opportunities to help children to explore and learn about the natural world fully.

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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

 provide further opportunities for children to investigate and learn about the natural world  increase opportunities for children to understand and use everyday technology and learn how things work, to broaden their skills.

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Inspection activities

 The inspector observed the childminder's interactions with the children throughout the learning environment.  The inspector spoke to the childminder at different intervals during the inspection.  The inspector held discussions with children and took into account their learning experiences and play.  The inspector held discussions with the childminder about her evaluation processes, risk assessments, children's records and the learning programme.  The inspector reviewed relevant documents, including the childminder's policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her role in safeguarding children and the procedures to follow in the event of a concern, to support children's welfare. The childminder evaluates her service well to achieve good outcomes for children. Children are cared for in a secure and safe environment. For example, the childminder undertakes risk assessment checks throughout the learning environment to reduce any hazards. She establishes strong links with parents and maintains a good flow of communication to inform parents of their children's activities. The childminder works closely with parents to enable them to contribute towards their children's ongoing assessments.

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Quality of teaching, learning and assessment is good

The childminder carries out observations and effectively uses the information gained from these to help plan challenging activities that children enjoy, for example, topics about transport and trains. Young children learn basic number words and enjoy counting what they observe, such as while on outings. Additionally, they learn to use simple measure, for example, when filling different sized containers with water, which effectively supports their early mathematical skills. Children benefit from exploring and investigating a range of resources and activities that help to develop their creative skills. The childminder encourages children's early reading skills and their interest in books. For example, she spends time reading stories and taking children on trips to the local library.

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Personal development, behaviour and welfare are good

Children develop their independent skills in practical ways and are becoming confident learners. For example, children make choices about their play to pursue their own interests. The childminder supports children's understanding of similarities and differences between themselves and others in the wider community. For example, children have access to toys that encourage positive images and they learn about cultural events. The childminder shows a good understanding of encouraging children's good health through everyday routines. For example, she encourages children to make healthy choices at mealtimes and to follow good hygiene routines.

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Outcomes for children are good

Children develop good skills that help to prepare them for their move to school. They benefit from regular opportunities to engage in physical activities and enjoy being outdoors. For example, they visit community groups, where they learn to interact with their friends and others. Children's communication and language skills are developing well, enabling them to be confident talkers. Children play with a broad range of resources that reflect their individual needs and abilities. For example, younger children enjoy playing with small world toys.

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Setting details

Unique reference number 504400 Local authority Barking & Dagenham Inspection number 846812 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 12 March 2012

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Telephone number

The childminder registered in 1999. She lives in Dagenham, in the London Borough of Barking and Dagenham. The childminder provides care during weekdays and operates during term time only.

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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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