Childminder in Thurrock

Inspection date 10 January 2019 Previous inspection date 8 August 2014

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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 follows children's interests well and provides a stimulating environment. Young children show good levels of concentration. The childminder extends and supports their learning effectively through her good-quality teaching. n The childminder provides a warm and welcoming environment that helps children to feel safe and secure. n Children develop their speech well. The childminder successfully supports their language skills, for example through singing activities and helping children to use words in context. n The childminder provides an inclusive setting where children's uniqueness is valued. n Partnerships with parents are positive. The daily exchange of information between parents and the childminder promotes children's care and development. Parents are very complimentary about the childminder and the service she provides. n The areas used for childminding are safe, inviting and welcoming. There is a wide

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This provision is good

selection of interesting toys and play materials These are accessible to enable children to select resources and make independent choices. n The childminder does not always obtain enough information from parents about what their children can do when they first attend the setting, to help her assess starting points for children's learning. n The childminder reflects on her practice. However, she does not sharply focus evaluation systems to identify clear targets and drive improvements at the very highest level.

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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 involve parents in sharing more information to help inform the assessment of the starting points for children's learning n extend current reflection and evaluation procedures and focus on identifying precise plans for improvement that enhance outcomes for children.

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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 completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a clear knowledge of her responsibilities relating to child protection. She has updated her safeguarding knowledge relating to new legislation, such as completing recent training on the 'Prevent' duty. She knows how to identify signs that indicate a child is at risk from harm and the importance of swift action to refer to concerns, if necessary. This helps to protect children's welfare. She checks her home every morning 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 understands the value of close partnership working with other agencies, such as early years settings, to support and complement children's care and learning.

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Quality of teaching, learning and assessment is good

The childminder instinctively knows how she can help children to learn. She plays alongside children and follows their interests, seizing opportunities to extend their learning. Children use their imaginative skills as they take on the role of the adult while playing with dolls, pretending to feed and care for them. The childminder places a high priority on children's communication and language skills. She talks to children, offering commentary and repeating and extending what they say. Literacy is supported well. Children enjoy listening to books. They join in with repeated refrains and anticipate key events. Children enjoy singing and join in with the actions to many well-known rhymes. The childminder encourages younger children to develop their mathematical skills in daily activities. For example, she counts with children and helps them learn about shapes and sizes.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She has high expectations of children's behaviour which are clearly and consistently communicated to them. Children are confident and demonstrate that they feel safe and secure. Children are provided with ample opportunities to be active, contributing to their good physical health. For example, they walk to local parks regularly and experience exercise and fresh air during this journey. In addition, the childminder seizes opportunities to teach children about road safety and traffic when they walk within the community. This helps children learn how to manage their personal safety and promotes independence and welfare. Children learn about the world around them in very practical ways. They actively visit local amenities and meet people from different backgrounds. Children learn to be respectful, polite and social.

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Outcomes for children are good

Young children confidently develop skills that prepare them well for the next stage in learning, including school. They are curious, keen to explore and understand simple rules and boundaries. They happily choose what they want to play with, play alongside each other and take turns. Young children have an increasing ability to concentrate well during chosen activities and toddlers follow simple instructions.

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Setting details

Unique reference number EY471777 Local authority Thurrock Inspection number 10069841 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 1 - 9 Total number of places 4 Number of children on roll 5 Date of previous inspection 8 August 2014

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Registers

The childminder registered in 2014 and lives in Stanford-Le-Hope. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3.

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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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Registers

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

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