Childminder in Thurrock

Inspection date 27 November 2018 Previous inspection date 14 April 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n Partnerships with parents are good. The childminder engages in open, two-way communication with parents to ensure continuity of care and learning for children. Parents share positive views about the service that the childminder provides. n The childminder completes ongoing assessment and monitoring of children's learning. She uses this information about children's abilities and interests to underpin her planning and teaching. Children make good progress in their learning from their starting points. n Children share positive, warm relationships with the friendly and attentive childminder. Children are happy, content and relaxed in her care. n Children receive regular praise and encouragement. This contributes to children's positive self-esteem and self-worth. The childminder celebrates children's achievements and children behave very well. n The childminder has effective policies, procedures and supporting documentation in

p.1

This provision is good

place. She reviews these regularly and shares them with parents to help them understand the service she provides. n Although the childminder's skills and knowledge are good, she does not engage in precise ongoing and continued professional development opportunities to drive quality even higher. n The childminder's evaluations are not sharply focused and do not consistently support her to identify precise areas for future developments.

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

n identify further professional development opportunities to raise teaching skills, knowledge and practice to the highest level n extend current reflection and evaluation procedures and use these systems effectively to drive improvements to an outstanding level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed activities and interaction between the childminder and the children, and reviewed the play equipment and resources available. n The inspector spoke with the childminder at appropriate times throughout the inspection. n The inspector viewed the areas of the premises used for childminding and spoke with children at appropriate times. n The inspector looked at documentation, including a sample of children's records. n The inspector discussed how the childminder evaluates her provision.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of local safeguarding procedures and knows exactly how to respond in the event she has concern regarding a child's welfare. The childminder creates a safe space for children. She completes daily checks prior to children's arrival and takes steps to minimise any risks. She is aware of what presents a potential hazard to children and demonstrates a vigilant attitude to children's welfare. The childminder seeks the views of parents as part of her self-evaluation procedures. Parents are very positive about the service that is provided. They particularly appreciate the individual service the childminder provides, according to children's needs and parents' wishes.

p.3

Quality of teaching, learning and assessment is good

The childminder observes and assesses children and provides activities that support them in reaching the next steps in their learning. She joins in with children's games and encourages children to learn as they play. For example, children are challenged to sort and identify a range of different shaped containers. Children count confidently and demonstrate age-appropriate mathematical learning. The childminder effectively promotes children's communication and language development. She speaks clearly and models effective listening skills. The childminder helps to expand children's vocabulary by introducing words in context, helping to embed their new knowledge in a meaningful way.

p.3

Personal development, behaviour and welfare are good

Children develop close bonds with the childminder. She is a good role model through being calm, kind and consistent in her management of behaviour. She regularly praises children and gives good individual attention. Children are provided with ample opportunities to be active, contributing to their good physical health. For instance, they regularly walk to the local park and experience exercise and fresh air during these outings. The childminder makes good use of opportunities to teach children about road safety and traffic when they walk within the local community. This helps children to learn how to manage their personal safety and helps to promote their independence and welfare.

p.3

Outcomes for children are good

Children make good progress from their starting points. They are confident, enthusiastic learners who enjoy challenge and persevere with simple tasks. They learn to manage their self-care needs independently and they confidently make decisions about their play. Children develop good skills in readiness for the move on to school.

p.3

Setting details

Unique reference number EY283780 Local authority Thurrock Inspection number 10071337 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 1 Total number of places 6 Number of children on roll 1 Date of previous inspection 14 April 2015

p.4

Registers

The childminder registered in 2004 and lives in Grays, Essex. She operates during term time from 7am to 6pm, Monday to Thursday.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5