Childminder 135746

Inspection date

Previous inspection date 12 November 2015 14 March 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Before inspection, the childminder did not know about the requirement to complete a written summary of children's progress between the ages of two and three years. However, the impact of this is very low as the childminder has good monitoring systems to ensure children's needs are met.  The childminder has good teaching skills and has a secure knowledge of how children learn and develop. She skilfully identifies gaps in their learning and development, shares them with parents, and overcomes them through carefully planned next steps in learning. Children make good progress.  The childminder is caring, sensitive and skilled in helping children to develop secure emotional attachments, which helps them to develop self-confidence and nurtures their overall well-being.  The childminder helps children to understand and appreciate each other's differences and learn to be nice to each other; for example, through their role play with baby dolls,

p.1

This provision is good

and discussing feelings and emotions.  The childminder works very well with parents and regularly shares their children's progress, discusses their achievements and next steps in learning, so they work together to support the children's individual needs and promote their development.

p.1

It is not yet outstanding because:

 Children do not always have enough opportunities to practise and extend their mathematical skills, such as counting and number recognition.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

Due Date

 provide parents with a short written summary of their child's development in the prime areas when a child is aged between two and three years. 20/11/2015

p.2

Due Date

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

p.2

Due Date

 make the most of all opportunities to develop children's mathematical skills as part of the daily routines.

p.2

Inspection activities

 The inspector observed activities and the childminder's interaction with children throughout the inspection.  The inspector sampled children's observations, planning and assessments, and looked at registration records.  The inspector checked evidence of the childminder's suitability and qualifications, and looked at her policies and procedures.  The inspector held conversations with the childminder and children during the inspection.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her duties to protect children. She is clear about the procedures to follow to ensure children are safe. Training helps the childminder improve her teaching skills, although she was not aware of the requirement to complete a progress check for children aged between two and three years. She has good systems to observe, assess and plan for children's learning. These help her to identify gaps in children's learning or any additional needs and address them immediately. She shares her findings with parents, who are helped to find external professional advice, where appropriate. The childminder is committed to continually improving her setting and reflects on the quality of her provision taking into account parents' and children's views. She has addressed all previous recommendations, and is clear on her improvement priorities.

p.3

Quality of teaching, learning and assessment is good

The childminder observes children's play and offers resources that extend their learning in all areas. Children make good progress from their starting points. The childminder skilfully communicates with children, for example, she comments on what they do, asks questions, regularly models language and talks to children about past events. During the inspection, for example, the childminder explained to children how the trains they were playing with worked. The childminder supports children in developing their skills in language, creative thinking and understanding the world. For instance, she involved the children's own experiences as they discussed where the trains could go.

p.3

Personal development, behaviour and welfare are good

The childminder makes good use of initial visits to gather information about children's daily routines and personal needs. Children settle quickly in a welcoming and safe environment where their care needs are met effectively. The childminder is a good role model. Children behave very well. For example, they help the childminder to tidy up, use their manners and care for each other. Children learn about nutritious eating and follow good hygiene routines, which supports their healthy lifestyles. Children have opportunities to develop their independence skills. For example, they set up their own picnic for their role play.

p.3

Outcomes for children are good

The childminder ensures children have key skills and abilities for their future learning. She prepares them well for going to school. For example, she talks to children about school and what to expect, and helps them become familiar with the environment. This helps to reassure children about the changes ahead of them.

p.3

Setting details

Unique reference number 135746 Local authority Enfield Inspection number 841132 Type of provision Childminder Day care type Childminder Age range of children 2 - 0 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 14 March 2012

p.4

Telephone number

The childminder registered in 2001. She lives in the area of New Southgate, in the London Borough of Enfield. The childminder works each weekday throughout most of the year.

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 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.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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