Bonnar, Linda Dianne

Inspection date

Previous inspection date 25 January 2016 17 February 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 Outstanding 1

p.1

This provision is good

 The childminder uses self-evaluation well to identify her strengths and areas for development.  Children are kept safe in the childminder's home and on outings. The childminder completes rigorous risk assessments to identify and minimise potential hazards.  Staff have a good knowledge of how to promote children's learning and children make good progress towards the early learning goals.  Children receive good support to learn about the natural world. For example, they enjoy daily outings where they take part in activities such as watching how sticks float down streams and observing animals in their natural habitat.  Children settle well and develop good relationships with the childminder and her assistants. They are happy and interact well with each other. Behaviour is good.  Staff enable children to make choices about what they want to do and give good encouragement for them to develop skills of independence in preparation for school.

p.1

It is not yet outstanding because:

 The childminder and her assistants do not always track children's progress as precisely as possible to ensure that any gaps in learning are identified at the earliest opportunity.  The childminder offers some useful support and mentoring for her assistants but, overall, does not have fully effective arrangements to promote their ongoing professional development.

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

 extend further the arrangements to support and mentor assistants, to promote ongoing professional development and continually improve outcomes for children  refine further the assessment of children's progress to provide the clearest picture possible of their next steps in learning to enable teaching to be targeted as precisely as possible.

p.2

Inspection activities

 The inspector checked a selection of the childminder's paperwork, including registration certificates and first aid certificates.  The inspector looked at the quality of the learning environment.  The inspector spoke to the assistants about their work.  The inspector spoke to parents and took account of their comments.  The inspector observed interaction between staff and children.

p.2

Effectiveness of the leadership and management is good

The childminder reflects on her practice and accurately identifies her strengths and priorities for improvement. She has high expectations of herself, her assistants and the children. The childminder supports her assistants through regular meetings and practical guidance and advice. She passes on information she gains on courses, but her assistants are not always given the best opportunities to fully develop their skills and knowledge. Safeguarding is effective. The childminder has rigorous systems for minimising risks in the home. All adults understand how to keep children safe and know how to identify indicators that might suggest concerns about a child's welfare. The childminder and her assistants work very well together and act as good role models for the children.

p.3

Quality of teaching, learning and assessment is good

The childminder plans well for all areas of learning. Children learn through a wide range of experiences and are highly motivated by activities that reflect their interests. The childminder and her assistants record regular observations of children playing and learning in daily diaries. Parents are informed about the activities children do each day and the progress that they are making. The childminder successfully promotes a two-way flow of information with parents and they work well together to improve outcomes for the children. For example, parents are given the children's daily diaries at the end of each week and record their own observations in them. The childminder and her assistants are available to speak to parents at the beginning and end of each day and at regular parents' meetings.

p.3

Personal development, behaviour and welfare are outstanding

The environment is bright, welcoming and stimulating. Baskets of resources are organised at the children's level around the room and children help themselves to what they need. Children develop a good level of independence and a positive sense of themselves. They learn to share toys and are keen to help each other. The childminder supports children's overall well-being and health. For example, she provides healthy snacks and meals. Children have a wide range of opportunities to learn about each other's cultures and to develop a respect for others. For example, children celebrate birthdays and cultural festivals such as Chinese New Year, Diwali and American Independence Day.

p.3

Outcomes for children are good

Children make good progress in their learning and development. Staff are skilled in supporting children to develop secure attachments and prepare them emotionally for the next steps in their learning and for moving on to school.

p.3

Setting details

Unique reference number EY432869 Local authority Richmond upon Thames Inspection number 823837 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 9 Number of children on roll 13

p.4

Name of provider

Date of previous inspection 17 February 2012

p.4

Telephone number

The childminder registered in 2011 and lives in Barnes, in the Borough of Richmond upon Thames. She works with two assistants and operates from 8am to 6pm, Monday to Friday, 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 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