Childminder in Havering

Inspection date

Previous inspection date 10 February 2017 4 March 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder evaluates the quality of her setting effectively. She reflects well on the service she provides, identifying her setting's strengths and areas to improve, to help improve children's outcomes.  Children are happy and enjoy the childminder's interactions with them. The childminder forms warm, sensitive relationships with children. She knows how to help children feel secure, while successfully supporting their emotional well-being.  The childminder assesses children's abilities effectively and knows them well as individuals. She observes children regularly and generally plans meaningful, age- appropriate experiences to support their particular needs and next steps in their learning.  Children develop their physical, language and social skills well and make good progress from their starting points. They have good opportunities to develop their communication skills, such as while talking about pictures in books with the

p.1

It is not yet outstanding because:

 The childminder does not plan as effectively as possible to provide children with the best opportunities to explore the resources available.  At times, the childminder does not provide effective ways to extend children's mathematics skills further, such as developing their counting skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 review how children are supported to make independent choices in their play, to enhance their involvement and enjoyment to explore further  strengthen opportunities children have to develop their early mathematics skills.

p.2

Inspection activities

 The inspector viewed the parts of the premises used for childminding, and observed the children and the activities they engaged in.  The inspector observed the interactions between the childminder and the children.  The inspector held discussions with the childminder about children's learning and how she reflects on the quality of her service.  The inspector looked at a range of documentation, including risk assessments, children's records and the childminder's policies and procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder implements clear policies and procedures to keep children safe. She understands her duties in ensuring children's welfare, and knows how to report any concerns if she suspects a child is at risk of harm. The childminder recognises the importance of professional development. She seeks opportunities to improve her knowledge and teaching practice, such as through training and sharing ideas with fellow childminders. The childminder monitors children's progress effectively. She regularly checks on what children are able to do to help her identify and address any gaps in their learning.

p.3

Quality of teaching, learning and assessment is good

Children play confidently in a warm, friendly environment. They enjoy exploring modelling material, including using tools to shape and cut it. Children learn to use their hands with good control and strengthen their hand muscles. The childminder supports children well while they play. For example, she joins in and shows children how to use equipment correctly to encourage their involvement and help them learn new skills. The childminder has developed her practice since the last inspection and she provides good opportunities for children to develop their creativity. For instance, she provides role-play experiences to encourage them to engage in pretend play and develop their imagination. The childminder works with parents well. For example, she keeps parents informed about the activities she provides and children's care routines.

p.3

Personal development, behaviour and welfare are good

Children eat nutritious foods and learn about healthy lifestyles. They are active and develop their physical skills, to support their well-being. Children are safe and behave well. The childminder acts as a good role model to children to help them learn how to behave appropriately. For example, she explains her setting's rules to teach them how to keep themselves safe, including not jumping on furniture. She regularly assesses safety risks in all areas children use to identify and remove any hazards. The childminder supports children well to develop an understanding of good hygiene practices. For instance, she teaches children to wash their hands after messy activities.

p.3

Outcomes for children are good

All children make good progress and learn a range of skills that prepare them well for their future learning and school. Children communicate and listen well. Younger children develop good physical skills. For instance, babies move around confidently and toddlers learn to move in different ways, such as jumping like a frog. Children learn to listen to stories and talk about the pictures they see in books with the childminder.

p.3

Setting details

Unique reference number EY451639 Local authority Havering Inspection number 1062907 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 4 March 2013

p.4

Telephone number

The childminder registered in 2012. She lives in Hornchurch, within the London Borough of Havering. The childminder provides all-day care from Monday to Friday, for most of the year. She holds an appropriate early years qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5