Collings, Tina

Inspection date

Previous inspection date 27 June 2017 24 June 2015

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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

 The childminder provides a wide range of interesting and fascinating activities and resources that sparks children's imaginations.  Children enjoy a good variety of challenging experiences that supports their overall learning and development and they make good progress.  The childminder works in close partnership with parents and other settings that children attend. This helps her to provide consistency and continuity in children's learning.  Children develop close attachments to the childminder and they feel safe and settled. Children are familiar with the play environment and they freely choose from the wide range of good-quality resources available. They develop a feeling of security and belonging.  The childminder takes full advantage of the skills and knowledge she gains through regular training and research opportunities to make continuous improvements to her setting and practice.  The childminder provides many opportunities for parents to help evaluate the service

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This provision is good

she provides. She takes their views into account when reflecting on her practice and making positive improvements.

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It is not yet outstanding because:

 The childminder does not consistently provide opportunities for children to learn about the differences between people and communities, to better develop their understanding of the world.

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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 more opportunities for children to explore the differences between people and communities beyond their immediate experience and develop a broader knowledge of the world.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector held discussions with the childminder about children's learning and also spoke to children.  The inspector took account of the views of parents by reading their written comments.  The inspector looked at relevant documentation, children's progress records, training certificates, attendance records and policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with current legislation and procedures, for example, through regular contact with her local authority and other professionals. She is fully aware of her responsibility to protect the children in her care and to report any concerns. The childminder carries out rigorous risk assessments of her premises and on outings to help her to keep children safe. She teaches children to keep themselves safe, for example, when they use tools for cutting. The childminder obtains information from parents about children's abilities when they first attend her setting. She observes the children regularly and uses successful methods to monitor their progress and plan effectively for the next steps in children's learning. She shares their attainments with parents to keep them informed.

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Quality of teaching, learning and assessment is good

The childminder understands how children learn and successfully meets their individual learning needs. Children demonstrate their physical and creative skills, for example, when they make a jellyfish out of recycled materials. Children thoroughly enjoy exploring a homemade beach scene and learning about sea creatures. They learn that oysters make pearls as they investigate a make-believe rock pool. The childminder engages children in conversation as they play together. This helps to support children's growing communication and language development well. She playfully tests children's knowledge of colours and shapes during creative activities. She asks them questions that encourage them to respond in sentences and this helps to develop their thinking skills and vocabulary.

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Personal development, behaviour and welfare are good

Children grow in confidence in the childminder's care. She understands their emotions and gives them comfort and reassurance when they need it. She praises them warmly and celebrates their achievements. This helps to develop children's self-esteem and self-worth. Children behave well in the setting. The childminder sets consistent boundaries and teaches children to share and take turns. She teaches them to choose nutritious and healthy food. They learn about food textures and tastes, for example, when they cut up fruit for their snacks and make sandwiches for their lunches. The childminder ensures that children exercise daily. Children enjoy a range of physical play equipment in her garden and on trips to the park.

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Outcomes for children are good

Children are well prepared for the next stages in their learning and school. They learn to concentrate on tasks and develop good levels of independence. They learn to do things for themselves, such as putting on their shoes. Children enjoy choosing books from the wide variety available. They recognise letters and numbers and begin to write their names.

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Setting details

Unique reference number EY418611 Local authority Thurrock Inspection number 1094570 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 24 June 2015

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Telephone number

The childminder registered in 2010. She lives in Stanford-le-Hope, Essex. The childminder operates from 7am until 6.30pm, Monday to Friday, all year round except for bank holidays and family 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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