Langdon, Faye Paula

Inspection date

Previous inspection date 21 July 2015 17 November 2009

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder has a good awareness of how young children learn. This contributes towards the good progress children make in relation to their starting points.  Effective observations and assessments help the childminder plan activities that challenge children's learning and development.  The childminder encourages children to be spontaneous in their choice of activities. As a result, children learn to be independent and are eager to explore with motivation.  The childminder demonstrates good hygiene practices, which help protect children's health. Therefore, children learn about the importance of personal hygiene.  The childminder has a good understanding of the safeguarding and welfare requirements, including what to do should she have a child protection concern. This means that she safeguards children effectively.  The childminder uses effective self-evaluation systems to review her practice. She takes

p.1

This provision is good

account of the views of parents and children to bring about positive changes that benefit the children.

p.1

It is not yet outstanding because:

 The childminder does not consistently share information on children's learning with other early years settings where children attend.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen good relationships with other early years providers, to promote a highly effective and consistent approach to children's learning and development.

p.2

Inspection activities

 The inspector observed activities and the childminder's quality of teaching.  The inspector spoke with children and held meetings with the childminder at convenient times throughout the inspection.  The inspector and the childminder discussed children's assessments and individual planning.  The inspector looked at evidence of suitability for the adults living on the premises.  The inspector took into account the views of parents, through comments read at the inspection.

p.2

who attend. This is good

The childminder has a good understanding of how to support children's play and learning, as they engage in fun activities of their own choosing. The childminder constantly interacts with children and supports their communication and language development. She uses various ways to encourage them to talk about what they are doing and learning. The childminder identifies children's individual learning needs and interests, and uses this information to support her planning. This means, activities are relevant to children's stages of development. For example, she introduced simple mathematical language during games to help children improve their mathematical skills. In addition, during a sewing activity, she helped children to count and colour match. As a result, children gain necessary skills, ready for their future learning and for school. The childminder has positive partnerships with parents. She shares information about children's well-being and development daily.

p.3

who attend. This is good

This ensures that parents support children's learning at home.

p.3

good

The childminder provides a welcoming, family environment where children learn well. Children are happy, settled and share warm relationships with the childminder. The childminder knows the children extremely well. For example, she is very quick to offer a cuddle when they show signs of tiredness or are upset. This helps promote children's emotional well-being. She constantly praises the children. This boosts their confidence and self-esteem, and provides them with a sense of achievement. The childminder acts as a good role model and promotes healthy lifestyles. She works closely with parents to ensure that children have healthy options in their lunchboxes. Children benefit from regular physical exercise and fresh air. They make full use of outdoors and nearby amenities to extend their learning. This results in children enjoying stimulating play experiences, which promotes their physical well-being, and they learn about the wider world.

p.3

provision is good

The childminder has a good understanding of the Early Years Foundation Stage requirements. She monitors her provision daily and assesses her practice to identify her strengths and areas for development. Her qualification positively impacts on children's ongoing learning and care. She attends relevant workshops and training to increase her knowledge. This means she consistently improves her understanding about how children learn. The childminder uses appropriate guidance to monitor next steps and achievements in children's learning. This enables her to identify and narrow learning gaps, which supports children's continuing good progress.

p.3

Setting details

Unique reference number 115690 Local authority Bexley Inspection number 840007 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 17 November 2009

p.4

Telephone number

The childminder registered in 1992 and lives in Sidcup, in the London Borough of Bexley. She offers her service on weekdays, all year round.

p.4

Telephone number

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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Telephone number

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

p.5