Smith Karen

Inspection date 9 January 2019 Previous inspection date 6 May 2015

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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

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This provision is good

n The childminder provides a warm and welcoming environment where children feel comfortable, confident and happy. They make good progress in their learning. The childminder provides a wealth of interesting resources and activities that children are excited to explore. n Children feel safe in the childminder's care. They understand the routines of the setting and this helps to give them a feeling of security and a sense of belonging. The childminder is kind and loving to the children and they respond affectionately to her. n The childminder sets consistent boundaries for children's behaviour. She praises children often and this helps to raise their self-esteem. She rewards them with stickers for small achievements and this gives children a positive sense of self-worth. n Partnerships with parents are strong. The childminder keeps in daily contact with parents and sends photographic evidence of their children's achievements. She keeps

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This provision is good

parents up to date with their children's progress. n The childminder seeks parents' permission to share information about children's progress with other settings they attend. She shares the progress check for children aged between two and three years with parents and other professionals involved in their care. This helps her to assess their learning needs accurately. n The childminder does not always give children opportunities to carry out routine tasks themselves to enhance their independence and learn new skills for the future. n The childminder sometimes misses opportunities to extend children's learning of numbers, shapes and colours during spontaneous play activities.

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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

n provide children with more opportunities to engage in the routine tasks of the setting to enhance their independence and learn new skills for the future n make the best of all opportunities to extend children's learning of numbers, shapes and colours during play.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector held discussions with the childminder and spoke to children. n The inspector looked at relevant documentation, such as children's records, suitability and qualifications and policies and procedures. n The inspector took account of the views of parents by reading written comments and testimonials.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of safeguarding matters and how to protect children. She is fully aware of the signs that may indicate that a child is at risk of harm. She knows how to record and maintain accurate records. The childminder keeps her knowledge of her local authority's procedures up to date and understands where to report any concerns regarding children's well-being. The childminder keeps good records relating to children's attendance, accidents and medication. She carries out regular risk assessments and fire evacuation procedures to keep children safe. The childminder observes the children in her care and uses appropriate guidance to monitor their progress. She is keen to pursue her own professional development. The childminder continually evaluates her practice and the service she provides. She seeks the views of parents and children and takes account of

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Effectiveness of leadership and management is good

their suggestions when planning to make improvements to her setting.

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Quality of teaching, learning and assessment is good

The childminder plans her activities according to children's current learning needs and interests. She uses imaginative resources that help them to move on in their learning. Some children enjoy being creative and making things for their parents. The childminder supports this creative learning when she introduces topics, such as winter, to ignite their curiosity. For example, children develop their hand-to-eye coordination and finger control as they use a range of tools to help them to dress a paper snowman. Children concentrate hard as they persevere with scissors to cut out a hat and gloves. They experiment with colouring pencils and sticky glue. They enjoy the sensory feel of painting with shaving foam and pretend it is snow.

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Personal development, behaviour and welfare are good

Children learn good social skills. They play together well and learn how to help each other to share and take turns. Children develop their physical skills when they visit local parks and walk the 'daily mile' when collecting older children from school. They learn about the world around them. The childminder takes children out to explore the natural environment. They gather sticks to make a 'stick man' in connection with a favourite book. Children sit entranced as the childminder reads the story. She asks them questions about the characters and they are eager to respond. The childminder offers children lots of choice in their play and about what and how they like to eat. She teaches them about the importance of eating healthily as they enjoy an indoor picnic.

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Outcomes for children are good

Children's communication and language development is good. All children, including those who speak English as an additional language, make good progress with their speech. They talk to each other about their families and what they do at home. They learn about each other's differences and similarities and find out about other cultures. Children are attentive and listen to instructions. They are well prepared for the next stages in their learning and starting school.

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Setting details

Unique reference number EY260973 Local authority Thurrock Inspection number 10071336 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 2 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 6 May 2015

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Registers

The childminder registered in 2003. She lives in Chafford Hundred, Essex. The childminder operates from Monday to Thursday, from 6.30am to 6.30pm, all year round, except for bank holidays and family 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

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 .

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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

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Registers

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Registers

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

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