Childminder in Havering

Inspection date

Previous inspection date 28 June 2018 Not applicable

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 is caring and nurturing and provides a setting that feels like 'home from home'. She has secure bonds and attachments with the children, who enjoy their time with her. They are happy, settled and secure.  The childminder encourages children to explore a range of activities freely, allowing them to create their own learning experiences.  Overall, children are making good progress. Their communication and language skills are good. Children are well spoken and the childminder holds purposeful conversations with them.  The childminder shares information with parents and carers effectively, such as through the use of regular discussions and home-learning diaries.  The childminder bases her teaching on children's interests. She monitors children's development well and shares this via children's 'all about me' books.

p.1

It is not yet outstanding because:

 The childminder misses some opportunities to introduce simple concepts, such as cause and effect. For example, exploring what happens when colours are mixed together.  At times, the childminder does not quickly adapt to children's needs and interests during adult-led activities to maintain younger children's interest.

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

 make the most of opportunities to extend children's learning during adult-led activities, for example, introducing concepts, such as cause and effect  review and improve the organisation of some activities to help younger children develop their concentration skills, remain engaged and make the most of these learning experiences.

p.2

Inspection activities

 The inspector observed interactions between the childminder and children during play.  The inspector sampled and checked relevant documents, including children's records and the childminder's policies and procedures.  The inspector observed children's engagement in activities.  The inspector held discussions with the childminder about children's learning.  The inspector held discussions about how the childminder works with parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding procedures and keeps her knowledge up to date by attending regular training. She ensures that her assistants are able to manage and minimise any potential risks in the setting. The childminder carries out supervisions and monitoring of her assistants on a daily basis. They are given opportunities to share their thoughts and opinions with the childminder and co-childminder about the strengths and weaknesses of the provision. The childminder focuses on her assistants' areas of strength and how these may benefit the setting. She monitors children's progress well and shares this information with parents to help them support their child's learning at home. Good relationships are formed with the community, such as local schools.

p.3

Quality of teaching, learning and assessment is good

The childminder has a consistent approach in making sure children are learning, either through structured activities or free play. She knows the children very well and is able to identify their unique learning styles through accurate observations. The childminder promotes children's communication and language skills very well. She encourages discussions throughout the day and especially during planned activities. For example, she supports children to recognise and name colours as they make marks using different coloured paints and to identify and name different vegetables. Younger children are able to express themselves through singing nursery rhymes.

p.3

Personal development, behaviour and welfare are good

Children are happy, confident and self-aware in their surroundings. This is due to the stimulating and welcoming environment provided for the children, indoors and outdoors. Children are allowed to be independent and make choices. For example, they choose what colours they would like for their painting activity and decide which of their favourite nursery rhymes to sing. The childminder has formed good relationships and bonds with the children, which helps them to feel safe and secure. Children are well mannered and respectful of their surroundings. For example, they help to tidy toys away that they have played with. The childminder helps children to develop an awareness of good hygiene practices, such as washing their hands before lunch.

p.3

Outcomes for children are good

Children make good progress in all areas of development. They enjoy sensory play as they explore the properties of paint. Older children are confident to speak and listen to what others say. Younger children are happy to explore the environment. Children enjoy singing nursery rhymes that are familiar to them.

p.3

Setting details

Unique reference number EY498640 Local authority Havering Inspection number 1056882 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016 and lives in Rainham in the London Borough of Havering. She operates all year round from 8am to 6pm, five days a week, except on bank holidays and during the Christmas holidays. The childminder employs two assistants and works alongside another childminder.

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