Childminder in Havering

Inspection date

Previous inspection date 23 May 2016 24 June 2013

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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's emotional needs are met well. The childminder has built strong attachments with children, enabling them to feel secure and safe in their surroundings.  The childminder works closely with parents so that she is informed of children's routines, likes and dislikes. They regularly exchange information to effectively support children's development and next steps in learning.  The childminder continually talks to young children to support their communication and language skills. For example, she responds well to their babbles and spoken words to support their vocabulary. All children make good progress, given their starting points.  Children learn good social skills from a young age. For example, the childminder interacts well in children's play to help them learn to share and play alongside their friends.  Children enjoy their play and use a good range of resources that support their play and

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It is not yet outstanding because:

 The childminder does not always extend children's interest in making marks in a more meaningful way to enhance their early writing skills.  The childminder misses opportunities to build links with other early years providers to further strengthen children's learning.

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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

 build on the existing opportunities for children to enhance their early writing skills  explore ways to build further links with other early years providers to support children's learning.

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Inspection activities

 The inspector observed the childminder's interactions with 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, procedures for incidents, partnerships with parents, risk assessments and behaviour management strategies.  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 child protection concern. Relevant documentation is readily available for inspection and stored securely. This helps to support children's welfare. Children are kept safe as they explore their surroundings and while on outings. For example, the childminder has implemented secure procedures for risk assessments, and young children are closely monitored while they sleep. There are effective processes in place for self-evaluation. The childminder takes account of the views of parents to help her improve outcomes for children. She keeps her knowledge up to date. For example, she attends courses and uses childminding support networks to help to develop her skills further.

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Quality of teaching, learning and assessment is good

The childminder uses observations and assessments well to monitor children's progress and plan for their next steps in learning. She uses children's interests effectively to plan stimulating activities that challenge their learning. From a young age, children gain a good understanding of similarities, differences and the wider community. For example, children enjoy playing with figures of people with disabilities. Children show a keen interest in basic mechanical toys, enabling them to learn how things work. For example, they enjoy playing with pop-up toys and a lifelike fire station.

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Personal development, behaviour and welfare are good

Children are independent learners, who are encouraged to pursue their own interests and to make practical choices. For example, the childminder asks them what they would like to eat. The childminder has a good understanding of using appropriate strategies to help children learn right from wrong. This helps children to learn to respect their friends and others. Children are taught about the importance of keeping themselves safe while out on outings, and they gain a good understanding of healthy lifestyles. For example, they enjoy healthy and balanced meals.

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Outcomes for children are good

Children develop good skills to support their move to school. For example, young children benefit from singing number rhymes, and older children observe numbers while on outings and in the local community. They develop strong early reading skills and enjoy looking at books. Children take part in a good range of meaningful outdoor play experiences to support their learning and physical skills. For example, they visit museums, parks and places of interest. Children enjoy exploring sensory activities, and have opportunities to use different materials to develop their creativity.

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Setting details

Unique reference number EY294657 Local authority Havering Inspection number 1048879 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 14 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 24 June 2013

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Telephone number

The childminder registered in 2004. She lives in Harold Wood, in the London Borough of Havering. The childminder provides care 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

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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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