Childminder in Havering

Inspection date

Previous inspection date 26 July 2016 9 July 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 have developed strong relationships with the childminder. She is caring and nurturing, enabling children to form a good sense of belonging.  Children have good opportunities to learn about other people in the wider society. For example, they enjoy attending community groups and visiting places of interest.  The childminder plans a range of learning opportunities to support children's individual learning needs. All children make good progress given their starting points.  Partnerships with parents are strong. The childminder implements good methods to maintain strong communication with parents, while updating them regularly about their children's daily activities, care and learning progress.  The childminder works effectively with other professionals and early years settings that children attend. For example, she obtains useful information about children's assessments, to support a shared approach to children's learning and interests.

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It is not yet outstanding because:

 The childminder does not always extend opportunities for children to gain a greater understanding of the natural world, in particular, growth and change.  Occasionally, the childminder misses opportunities throughout the daily routine to help children strengthen their relationships with others, for example, children of different ages.

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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 learn about the natural world, including living things  review the organisation of daily routines to increase opportunities for children to build further relationships with others.

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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 observed the resources and activities on offer.  The inspector held discussions with the childminder about her self-evaluation processes, assessment records, the learning programme and partnerships with parents.  The inspector reviewed relevant documents, including the setting's policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of the procedures to follow should she have a safeguarding concern about a child. She seeks training opportunities to ensure that her knowledge of child protection issues is current. The childminder evaluates her provision well to effectively support good outcomes for children. For example, she attends courses to support her professional development and works closely with other childminders. For instance, she has exchanged ideas on ways to enhance children's creative skills and first-hand experiences, including alternative art and craft activities. The childminder undertakes visual checks of any potential risks throughout the learning environment, to support children's safety and welfare.

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Quality of teaching, learning and assessment is good

The childminder uses observation and assessments well to monitor children's progress and inform planning, to support next steps in learning. The childminder has a good understanding of how to support children's individual learning needs. For example, she spends time modelling language, to support younger children's confidence in early communication and to extend their vocabulary. Children have access to age-appropriate resources and have opportunities to learn how things work. For example, they enjoy exploring a mobile touchscreen computer and battery-operated toys. The childminder offers children good opportunities to develop their early mathematical skills, such as number words when counting everyday objects.

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Personal development, behaviour and welfare are good

Children develop good independence skills throughout their daily routines. For example, the childminder provides opportunities for children to access resources, while enabling them to make decisions about their own play. Additionally, younger children feed themselves with confidence. The childminder provides a secure environment for children to explore safely. For example, she closely monitors children's play while they use large equipment to ensure they take safe risks. The childminder encourages children to enjoy nutritional snacks that encourage their good health and make healthy choices. For example, children thoroughly enjoy eating seasonal fruits.

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Outcomes for children are good

Children develop good skills that help prepare them well for their move to school. For example, they develop a keen interest in books and explore their early writing skills in meaningful ways. For instance, children regularly visit the local library and make early marks, while using a broad range of materials. Children enjoy regular opportunities for physical exercise and confidently practise a range of movements. For example, they have fun exploring local woods and splashing in puddles.

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Setting details

Unique reference number 159537 Local authority Havering Inspection number 1054628 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 6 Number of children on roll 2

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Telephone number

The childminder registered in 2001. She lives in Harold Hill, within the London Borough of Havering. The childminder provides care during weekdays and operates her service 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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