Childminder EY221411

Inspection date

Previous inspection date 3 October 2016 2 March 2016

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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 make good progress in all areas of learning. The childminder undertakes observations and assessments to help monitor children's progress and plan for their next steps in learning.  The childminder develops strong attachments with children. Children are happy, confident and secure in their surroundings.  The childminder ensures there are good methods of communication in place to share information with parents. This helps parents to contribute to their children's ongoing learning and supports joint partnership working in meeting children's individual needs.  Children show that they are eager to learn and they enjoy the activities on offer. They have easy access to a good selection of resources to maintain their engagement.  Children are cared for in a safe and secure environment. For example, there are rigorous risk assessments in place and children are supervised well.

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It is not yet outstanding because:

 On occasions, the childminder does not provide many opportunities for children to manage their own personal care, such as during daily routines.  The childminder does not provide enough opportunities for children to learn about diversity, including similarities and differences between themselves, to help them connect further with others and the wider community.

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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 more opportunities for children to do things for themselves, to support fully their independent skills  provide more opportunities to help children learn about each other's similarities and differences, and about other people, cultures and beliefs.

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Inspection activities

 The inspector observed the interactions between the childminder and children during play activities.  The inspector held discussions with the childminder at different intervals during the inspection.  The inspector observed and discussed the delivery of the educational programmes for children.  The inspector held discussions with the childminder about her self-evaluation processes, including partnerships with parents.  The inspector sampled relevant documentation, including the childminder's policies and procedures, and observation and assessment records.

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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 child protection concern to ensure children's welfare. She evaluates her teaching practice and professional development well to support good outcomes for children. For example, she uses assessment records successfully to monitor children's further learning. The childminder strengthens the educational programme to extend children's play experiences. For example, she attends courses and uses relevant resources to support her knowledge. The childminder knows how to build good links with other early years providers to support children's interests.

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Quality of teaching, learning and assessment is good

Children develop good communication and language skills. For instance, they confidently talk about their family and share past events that are important in their lives with adults. Children enjoy using number words in the correct way to express their thoughts and ideas. For example, they talk about making a big picture for their parents and illustrate the size by using their arms. Children develop good concentration skills while taking part in activities that capture their imagination and creativity, such as playing with modelling dough. Children's creativity and imagination are developing well. They enjoy making binoculars from recycled tubes, and then pretending they are a type of wind instrument.

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Personal development, behaviour and welfare are good

Children's behaviour is good. The childminder is a positive role model, enabling children to develop good interpersonal skills. Children show that they that are able to interact with others and enjoy social situations. The childminder strengthens children's opportunities to be confident learners, for example, by planning play dates. Children consistently talk about their love of vegetables, and the childminder helps to support children's understanding of the benefits of a healthy lifestyle in meaningful ways.

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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. Children gain a good understanding of how to keep themselves safe. For example, they learn about road safety awareness during routine trips to and from school. Children receive good opportunities to be active learners. For instance, they go on regular outings to local parks and are encouraged to play on large equipment. Children are keen to learn letters of the alphabet to support their early reading skills.

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Setting details

Unique reference number EY221411 Local authority Barking & Dagenham Inspection number 1057598 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 7 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 2 March 2016

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Telephone number

The childminder registered in 2002. She lives in Dagenham, in the London Borough of Barking and Dagenham. She operates all year round, from 8am until 6pm, except for weekends and public holidays.

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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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