Childminder EY481759

Inspection date

Previous inspection date 19 January 2017 Not applicable

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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 and her assistants. They respond well to the close and positive interactions when receiving individual support.  Children benefit from the childminder's effective partnership with parents. Parents contribute to their children's assessments from the outset. They play an active role in sharing information to support further children's learning and interests.  The childminder accurately maintains children's observations and assessments. She uses this information well to monitor their progress and identify next steps in learning. All children make good progress, given their starting points.  Children have ample opportunities to take part in role-play experiences. For example, they take pleasure using puppets and props to make up their own stories and act out storylines.  The childminder reflects on her practice well. She ensures all involved in children's care,

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This provision is good

including parents, contribute to the continuous development of the service she provides.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to identify when some children prefer to continue their play and complete tasks, before introducing other activities.  Occasionally, the childminder does not make full use of opportunities to extend children's interest in making marks to help enhance their early writing skills.

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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  provide more opportunities for children to have uninterrupted time to play with the activities on offer to support their interests and learning fully.

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Inspection activities

 The inspector observed the interactions between the childminder, her assistants and the 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 obtaining verbal feedback from 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 is aware of her duties to act upon any child protection concerns. The childminder and her assistants ensure their knowledge of local safeguarding procedures is up to date to enhance children's welfare. The childminder implements rigorous vetting procedures so that children are cared for by suitable adults. The childminder and her assistants provide good outcomes for children. For example, the childminder monitors her assistants' performance well. She extends her professional development and that of her assistants, such as through attending courses and cascading information. The childminder understands the importance of developing close links with school staff to ensure children benefit from a smooth transfer.

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Quality of teaching, learning and assessment is good

The childminder successfully gains a good understanding of children's individual needs and characteristics. She uses a broad range of strategies to support children's communication and language skills, including those children who are learning English as an additional language. For instance, staff use basic signing and visual cues to help children make choices and gain an understanding of what will happen next. The childminder plans activities to challenge older children's learning and early reading skills. For example, children engage enthusiastically in phonic games and confidently learn to put two and three letters together to make words. Children are given opportunities to gain a good understanding of communities and express their feelings in meaningful ways. They learn about respect for others and their own abilities. For example, children explore a range of toys which depict positive images of disability.

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Personal development, behaviour and welfare are good

The childminder is a good role model for children. She helps children to develop a good understanding of right from wrong in practical ways. For instance, children learn to take turns well while taking part in everyday routine tasks. Children learn the importance of good personal hygiene routines and understand the need to wash their hands at appropriate times. Children learn to keep themselves safe through a range of mediums, such as discussions about road safety awareness.

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Outcomes for children are good

Children are prepared well for their next steps in learning and move on to school. Children enjoy many opportunities to take part in physical play. For instance, they engage well in indoor exercises and daily outdoor play experiences. Older children count confidently to 20 and beyond. They learn the concepts of weight, measure and quantity through a broad range of activities, such as playing with scales and rulers.

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Setting details

Unique reference number EY481759 Local authority Redbridge Inspection number 988305 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 20

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Ilford, in the London Borough of Redbridge. The childminder works with two assistants. She provides care from Monday to Friday, 8am to 2pm, 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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