Childminder EY445902

Inspection date

Previous inspection date 20 September 2016 29 June 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 develop good attachments with the childminder, and they are cared for in a child-centred environment, enabling them to develop a strong sense of belonging.  The childminder monitors children's learning well. She undertakes observations and assessments, and finds out about children's interests from home, to extend their learning. All children make good progress given what they know when they start.  The childminder develop strong relationships with parents. She encourages parents to contribute to children's ongoing assessments and next steps in learning, to strengthen continuity of care and progress.  The childminder plans a varied range of learning opportunities throughout the environment to support children's experiences and play.  Children are cared for in a safe and secure environment. The childminder carries out thorough risk assessments to keep children safe, while taking into account children's

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This provision is good

abilities, age and stage of development.

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It is not yet outstanding because:

 The childminder misses opportunities to help strengthen children's vocabulary, particularly so they learn how to use and say words clearly.  The childminder does not provide enough opportunities to help children learn about diversity, including similarities and differences between themselves and others.

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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

 develop further opportunities for children to use and understand words, to extend their growing vocabulary  provide more opportunities to help children learn about similarities and differences, such as between themselves, other people, cultures and beliefs.

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Inspection activities

 The inspector observed the childminder's interactions with the children while they played and took part in daily routines.  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 and the educational programme.  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 knows what to do should she have a safeguarding concern to support children's welfare. She uses self-evaluation processes well to support good outcomes for children. For example, she has strengthened the processes for maintaining required documentation, such as attendance registers. The childminder ensures her professional development is current, and she obtains the latest information to support her childminding setting. For example, she seeks support from other childminders and uses relevant childcare resources. The childminder works closely with other early years providers to extend children's play opportunities and learning.

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Quality of teaching, learning and assessment is good

The childminder uses effective teaching strategies to support young children's listening and thinking skills. For example, she uses suitable questions that are age and developmentally appropriate, and gives children basic instructions to follow. She helps to support young children's interest in exploring different materials and captures their engagement well, for example, by ensuring story times are interactive. For instance, children like sitting on the sofa and looking at books before their rest time, including pointing at illustrations. The childminder is knowledgeable about children's individual interests, and plans activities to challenge their learning effectively. For example, children enjoy baking dinosaur cookies, where they learn about quantities while using measuring tools.

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Personal development, behaviour and welfare are good

Children behave well. The childminder skilfully uses a varied range of activities to help support children's social, turn-taking and sharing skills. For example, they take part in a dinosaur tea party, engage in games with their friends and visit community groups. Children learn the importance of adopting a healthy lifestyle, such as in practical ways. For instance, the childminder works closely with parents in relation to providing their children with healthy foods to offer at mealtimes.

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Outcomes for children are good

Children make good progress and develop the necessary skills that help prepare them well for school. Young children show good levels of independence to support their own play and interests. Children have opportunities to practise a range of physical movements, for example, when visiting local parks, farms and play trails. Children gain a good understanding about the natural environment. For example, they enjoy taking part in growing activities and observing their shadows while they play.

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Setting details

Unique reference number EY445902 Local authority Havering Inspection number 1054641 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 29 June 2015

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Telephone number

The childminder registered in 2012. She lives in Romford, in the London Borough of Havering. The childminder provides care throughout the year.

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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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