Childminder in Havering

Overall effectiveness Good

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

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The provision is good

Children have fun and thrive at this setting. The childminder offers a welcoming and homely environment. Children receive great warmth and care from this experienced childminder. They have a close bond with the childminder, enabling them to feel happy, safe and secure. The childminder continually communicates with children as she focuses on developing their speaking skills. She helps children to develop their confidence and self-esteem. Children are confident to express their needs and wants. The childminder encourages children to choose the resources they are interested in. Children explore the broad range of activities on offer. They show good levels of concentration and use their imaginations to develop their play. The childminder is enthusiastic and actively joins in with children's play to enhance their learning.

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The provision is good

The childminder's calm and positive approach to managing children's behaviour ensures that they feel safe, secure and listened to. Children behave well and have good attitudes to their learning. For example, they listen to instruction when it is time to tidy up. The childminder helps children to understand about taking turns and to share toys from an early age. She encourages children to be independent. Children put on their own shoes and coats before they go outside. They are prepared well for their next stage in their learning and move on to nursery or school.

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need to do better?

n The childminder knows children very well. She takes time to understand how children learn and what interests them. The childminder monitors children's progress closely and quickly identifies any gaps in their learning. She uses observations and assessments effectively to build on what children know and can do already. n The childminder identifies clear next steps for children's learning with parents to help children make good progress in their development. She plans activities to help children to develop their fine motor skills, such as art and craft activities and drawing shapes with chalks on a chalkboard. This supports the skills children need for early writing. n Children are motivated to learn as they receive consistent praise and recognition for their achievements. For example, they are delighted when the childminder acknowledges their concentration and perseverance to complete complex puzzles.

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need to do better?

n Children make good progress with their mathematical development. They are beginning to develop an understanding of mathematical concepts and use appropriate language, such as 'tiny' and 'full'. The childminder encourages children to use numbers during adult-led activities and in their play. For example,

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need to do better?

25 November 2024 children play with a balancing game with scales, frogs and numbers and confidently count in sequence from one to 10. n Partnerships with parents are strong. The childminder exchanges plenty of information about children's progress. Parents comment on how quickly their children have settled with the childminder. They recognise the progress their children have made with their independence and language skills. n The childminder teaches children about similarities, differences and diversity using resources and books. She takes children to visit local playgroups, community groups, parks and the library. Children meet with other children and learn to share and take turns. This helps them to develop their social skills as they prepare for later moves to other settings. n At times, the childminder does not broaden children's knowledge during some activities. For example, at mealtimes, the childminder does not teach children

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need to do better?

the importance of choosing and eating healthy foods and how to care for their teeth. n Children are excited to play outside. The childminder supports children's curiosity about their natural environment. She talks and helps them to understand about the change in the weather seasons. Children develop their coordination skills as they run and play football in the garden. n The childminder is reflective about her setting. She knows what she does well and what could be improved. She seeks advice and support from other agencies when required. The childminder knows how important regular training is to help her to keep up to date of new initiatives in early education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n broaden children's knowledge and understanding of choosing healthy foods and how to care for their teeth further.

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Setting details

Unique reference number EY482990 Local authority Havering Inspection number 10360016 Type of provision Childminder

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Registers

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

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inspection

Total number of places 1 Number of children on roll 12 Date of previous inspection 20 December 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Rainham, in the London Borough of Havering. She operates each weekday, from 7.30am to 6pm, throughout most the year. The childminder holds an appropriate early years qualification at level 2.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe. 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 interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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.

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Inspection activities

25 November 2024 25 November 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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