Childminder in Havering

Inspection date 29 April 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Self-evaluation is effective. The childminder reflects on his and his childminding colleague's practice well, recognising their strengths and areas to develop. He acts on the advice of others, such as other childminding professionals, to help improve practice and children's outcomes. n Children are visibly happy and enjoy the childminder's interactions. The childminder establishes warm, caring relationships with children and supports their emotional well- being effectively. n The childminder interacts with children very well. He successfully captures children's attention, for example while reading stories in an enjoyable and enthusiastic way, and supports children's participation effectively. Children of all ages are excited to join in and focus very well. n Children make good progress from their starting points. They develop their speech well. The childminder successfully supports their language skills, including through

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This provision is good

reading activities, singing rhymes and helping children to use words in context. n The childminder's monitoring of children's progress is not regular enough to help him to quickly recognise and address any emerging gaps in their development. n The childminder does not seek all opportunities to help him to improve aspects of his practice that he recognises as a weakness, to help him boost his skills and knowledge even further.

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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 strengthen procedures for monitoring children's progress to help swiftly recognise and address any emerging gaps in children's development n continue to seek opportunities for professional development to enhance the good-quality practice even further.

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What the setting needs to do to improve further

n The inspector observed the interactions between the childminder and children as they engaged together in activities. n The inspector held discussions with the childminder during the inspection about children's care and the activities provided for them. n The inspector took into account the written views of the parents on the day and engaged with children at appropriate times. n The inspector viewed documentation during the inspection, including the setting's policies and procedures, and children's attendance registers. n The inspector held discussions with the childminder about how he reflects on the quality of his service.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder implements clear policies and procedures to help keep children safe. He understands his duty in ensuring children's welfare and knows how to report any concerns if he suspects a child is at risk of harm. The childminder seeks some opportunities to help develop his practice and also involves his childminding assistant in these. For instance, they have attended training to help them support children with special educational needs or disabilities.

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Quality of teaching, learning and assessment is good

Children play in a very welcoming, friendly environment with a broad range of interesting, age-appropriate resources. They enjoy exploring the equipment and toys independently. The childminder knows his key children well. He makes accurate observations of what children can do and successfully uses this information to plan challenging activities to help extend their development. Children enjoy imaginative experiences. For example, they play with toy cars in a toy car park. They learn to think of and share ideas, while developing their communication and social skills with others. Children benefit from the childminder's effective communication with parents. The childminder establishes a two-way flow of information to help support children's development in the setting and at home.

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Personal development, behaviour and welfare are good

Children behave well. The childminder shares his expectations with children. For example, he provides praise when they do things that are positive, to help them understand what acceptable behaviour is. He successfully teaches children to follow good hygiene practices. For instance, children are able to independently wash their hands after using the toilet. Children eat nutritious food and have good opportunities to learn about healthy lifestyles, including during visits to the local allotment. They successfully learn about healthy eating and how to make healthy choices. Children are active and enjoy playing with different equipment outside, such as a toy golf activity, to develop their physical skills and well-being. The childminder regularly assesses risks in all areas that children use, to identify and remove any hazards.

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Outcomes for children are good

All children make good progress and learn a range of skills that prepare them well for their future learning and eventually for school. Children develop good social skills, including interacting with others kindly and confidently. Children move around confidently. They begin to recognise letters in their name and how to count amounts accurately in preparation for school.

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Setting details

Unique reference number EY498730 Local authority Havering Inspection number 10079409 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 12 Number of children on roll 1 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. He lives in Romford in the London Borough of Havering. The childminder works all year round apart from family holidays. He is registered to work with an assistant.

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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

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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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