Prince, Tracy

Inspection date 15 May 2019 Previous inspection date 17 May 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 Children are visibly happy and are confident to explore the environment. The childminder is warm, caring and forms secure relationships with children, supporting their emotional well-being effectively. n The childminder checks on children's development regularly and knows them well. She observes what children can do and uses this information effectively to plan interesting, age-appropriate experiences. n Children develop their speech well. The childminder successfully supports their communication skills, such as through modelling language during activities, and in helping children to use words in context. Children make good progress from their starting points. n The childminder reflects on her setting well to help her recognise the strengths in her practice and some areas she wants to improve. She acts on the advice of other early years professionals. For instance, she has developed the provision, following the

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This provision is good

feedback given at her last inspection, to strengthen her assessment procedures. n At times, the childminder misses opportunities to extend children's levels of independence, such as during mealtimes, to help further boost their self-esteem. n The childminder does not regularly build on her existing skills to help enhance her good teaching practice and children's learning experiences 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 extend on opportunities for children to develop their good independence skills during everyday routines to enhance their growing levels of self-esteem n continue to seek further opportunities for professional development to enhance the good- quality teaching even further.

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What the setting needs to do to improve further

n The inspector looked at a range of documentation, including risk assessments, children's records and the childminder's policies and procedures. n The inspector observed the interactions between the childminder and the children and the activities they engaged in. n The inspector viewed the parts of the premises used for childminding and talked to children at appropriate times. n The inspector held discussions with the childminder about children's learning, of how she reflects on the quality of her service and discussed the effectiveness of an activity with her.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has clear policies and procedures to help maintain children's safety and well-being. She understands her responsibilities in supporting children's welfare, and knows how to report any concerns if she suspects a child is at risk of harm. Overall, the childminder understands the importance of professional development. For instance, she has kept her safeguarding knowledge up to date and is aware of recent changes in legislation and how to embed it in her practice. The childminder implements effective systems to check on children's progress, including the required progress check for children who are age two, helping her to identify and address any gaps in their learning.

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Quality of teaching, learning and assessment is good

Children are keen to explore resources and concentrate well. The childminder successfully supports them while they play. For example, she follows their interests and joins in during activities to help encourage their involvement and motivation. Children enjoy sensory experiences, such as when using modelling sand. They explore tools to mould and shape the sand, while learning to use equipment with control. They develop their physical skills well. The childminder works with parents effectively. She shares information with parents regularly to keep them well informed about children's development and progress. She also seeks information from other professionals working with children, to help provide a consistent approach to supporting children's care and development.

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Personal development, behaviour and welfare are good

Children behave well. The childminder shares her expectations with children, such as by providing praise when they do things that are positive, to help them understand what acceptable behaviour is. She is positive role model for children to learn from, such using polite words, to help children develop good manners. The childminder helps children learn about healthy lifestyles and supports their physical well-being effectively. For example, she provides nutritious foods and opportunities for children to be active, such as a trampoline in her outdoor play area. Children develop their balance and movement effectively.

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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. They develop good early literacy skills, such as beginning to draw, and give meaning to their marks. Children are imaginative, enjoy thinking of and sharing their ideas and develop their creative thinking well. They communicate and interact with others confidently.

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Setting details

Unique reference number 504405 Local authority Barking and Dagenham Inspection number 10089402 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 - 6 Total number of places 6 Number of children on roll 4 Date of previous inspection 17 May 2018

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Registers

The childminder registered in 1997. She lives in Barking, in the London Borough of Barking and Dagenham. The childminder provides all day care, each weekday, throughout most of the year.

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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

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

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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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