Childminder in Havering

Inspection date 28 November 2018 Previous inspection date 1 June 2015

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder has failed to implement a programme of professional development, to improve knowledge and skills. She is unable to identify the gaps in her practice to enhance the quality of provision. n The childminder does not effectively use observations and assessments to monitor children's progress. She does not plan challenging next steps to help children reach their full potential.

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It has the following strengths

n The childminder has developed positive partnerships with parents. She keeps them informed about their child's daily routines. For example, the childminder works with parents to support children who are toilet training, to provide continuity of care between home and the provision. n The childminder takes children on regular outings to the park and soft play centres, to access large climbing equipment, swings and slides. This helps children to develop their large-muscle skills. n The childminder encourages children to put on their shoes and attempt to fasten the zips on coats. This helps children to develop their independence. n Children have secure attachments with the childminder and are happy in her company. Children approach the childminder for cuddles and confidently ask her for toys and snacks.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date implement a programme of professional development, to improve knowledge and skills 28/02/2019

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What the setting needs to do to improve further

ensure observations and assessments are used more effectively, to monitor children's progress and plan challenging next steps. 28/02/2019

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What the setting needs to do to improve further

Inspection activities n The inspector looked around the premises that the children access. n The childminder sampled documents, including policies and procedures, risk assessments, records of children and assessments. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and childminder carried out a joint observation of a planned activity. n The inspector observed play and interactions between the childminder and children.

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Effectiveness of leadership and management requires improvement

Although the childminder evaluates her own practice and recognises some areas for improvement, she does not act on this. She has not implemented a professional development plan to ensure that she keeps up to date with current practice. This means that there are gaps in her skills and knowledge. The childminder is unaware of the latest guidance. For example, she does not actively promote and celebrate equality, diversity and culture, to extend children's understanding of others. The childminder misses opportunities to develop effective links with external agencies and early years advisers, to help her build on her knowledge and develop her own practice effectively. However, this does not have a significant impact on children's well-being or development. Safeguarding is effective. The childminder knows the signs and symptoms of possible abuse and knows how to escalate concerns about a child's welfare.

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Quality of teaching, learning and assessment requires improvement

The childminder does not regularly make clear observations and assessments to effectively monitor children's progress. She does not have a clear picture of children's starting points. The childminder does not consistently use early years foundation stage guidance to help her correctly identify children's levels of development and plan challenging next steps. This means that the childminders expectations of what children can achieve are not always high enough. The childminder sometimes misses opportunities to extend activities to motivate children to learn further. However, she does follow children's interests and encourages them to make choices about their own play. Children enjoy activities, such as playing with cars and trains on a road mat to help develop their imaginative skills.

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Personal development, behaviour and welfare require improvement

The childminder does not consistently provide an engaging or stimulating environment to inspire children to explore. She does not sufficiently spark children's curiosity for learning because she does not always challenge children effectively. The childminder supports children to develop positive hygiene routines. For example, children learn to wash their hands before lunch. The childminder is warm and caring. The childminder acts as a positive role model and demonstrates the behaviour she expects. Children are polite and behave well. Children learn to wait, as they take turns pushing cars between themselves and the childminder.

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Outcomes for children require improvement

A weak monitoring system, means that gaps in children's learning are not quickly identified. Children are not sufficiently challenged to help them make the best progress possible. Children develop some key skills for their next stage of learning, including school. For example, children use pencils and paper to practise their early writing skills.

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Setting details

Unique reference number EY371636 Local authority Havering Inspection number 10068370 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 10 Total number of places 6 Number of children on roll 7 Date of previous inspection 1 June 2015

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Registers

The childminder registered in 2008 and lives in Hornchurch, in the London Borough of Havering. The childminder works all year round apart from family and bank holidays.

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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.

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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.

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Registers

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Registers

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Registers

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