Jayasoma, Purnima Ishani

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are happy and form secure emotional attachments with the childminder and her assistant. The childminder has a good understanding of how young children learn and develop, and of the early years curriculum. She plans activities which are are interesting, appropriate and challenging. Children enjoy their time in the well-resourced playhouse at the bottom of the childminder's garden. The childminder and her assistant engage enthusiastically in children's play. For example, they give children opportunities to identify, count and sort small-world animals. The childminder and her assistant also encourage children to name and count the animals, such as lions, giraffes, elephants and rhinoceros. Children engage well and show a positive attitude towards their learning.

p.2

The provision is good

Children make good progress in their communication and language development. Young children build their vocabulary of single words. The childminder and her assistant use effective teaching strategies, such as repeating and adding a word to support them to put words together. They engage older children in meaningful conversations and use questioning to encourage them to think as they play. Children's behaviour is very good. The childminder and her assistant consistently apply positive and age-appropriate boundaries for children's behaviour. This helps children to know what is expected of them. Children of all abilities, including those who receive funded education, make good progress. They are prepared well for starting nursery and school.

p.2

need to do better?

n The childminder and her assistant know children's individual needs and interests very well. They carefully monitor children's progress to identify and close any gaps in their learning. The childminder plans activities that support children's next stage of development. For instance, children enjoy creating shape pictures, matching colours and using glue sticks. The environment, inside and outside, is well organised and promotes children's independence and freedom of choice. n Children follow good personal hygiene routines, such as washing their hands before meals and after toilet routines. Children's parents provide their snacks and meals. The childminder ensures that these are nutritious and that children gain knowledge about food that contributes to good health, such as through discussions and role play. n The childminder makes sure that children have daily access to fresh air and she provides a range of challenging activities in the garden. However, the

p.2

need to do better?

childminder does not plan consistent opportunities during daily routines for children who prefer to play outdoors. n Children happily explore and choose their favourite toys, resources and book. They are confident to approach the childminder and her assistant to ask them to

p.2

need to do better?

7 May 2024 read the story. The childminder and her assistant respond eagerly and show children that they respect their choices, which helps them to feel safe and secure. n Children take part in pretend play, such as taking care of dolls and soft toys in a role-play hospital. They use toy stethoscopes, thermometers and bandages and talk about helping the toys to get better. The childminder and her assistant join in, supporting children's play by asking open-ended questions and encouraging them to think. This helps to foster an environment for children to develop their creativity and communication and language skills effectively. n Partnerships with parents are positive and established. The childminder keeps parents well informed of their child's progress through daily discussions, as well as sharing children's progress check when they are aged between two and three years old. She encourages parents to share their children's achievements from

p.2

need to do better?

home. These collaborative partnerships help to enhance children's emotional well-being and continuity of care. n The childminder is reflective of her practice. She gathers and values the views of her assistant, parents and other professionals. This enables her to consider the quality of her work and plan future developments. The childminder keeps her professional development up to date to provide good care and learning for all children. However, the childminder's arrangements for supervision are not yet as fully effective in providing targeted support to help develop the practice of her assistant to an even higher level. n The childminder and her assistant have very sensitive, nurturing and stimulating attachments with babies. Babies settle quckly as the childminder and assistant understand young children's emotional and physical needs very well. Babies and toddlers have a good time as they explore interactive toys and a variety of

p.3

need to do better?

textured materials and books. This helps children to develop their physical and exploratory skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n review the arrangements for outdoor routines to maximise the learning of those children who prefer to be outdoors n embed the system for the supervision of the assistant and provide targeted support to help drive the overall quality of practice to an even higher level.

p.3

Setting details

Unique reference number EY364415 Local authority Havering Inspection number 10335482 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 7 Date of previous inspection 18 June 2018

p.4

Information about this early years setting

The childminder registered in 2008. She lives in Romford, Essex. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She holds an early years qualification at level 3 and works with an assistant on four days each week.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder, her assistant and children. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

7 May 2024 We carried out this inspection 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.

p.4

Inspection activities

7 May 2024 regulates and inspects to 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6