Childminder in Sutton

Inspection date

Previous inspection date 10 February 2016 20 November 2009

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children achieve well and make steady progress towards the next stages in their learning and their move to school. The childminder plans a wide range of activities and uses these to motivate children's enthusiasm to explore.  Older children enjoy developing their mathematical skills. For example, they share board games with the childminder and their friends, count the spots on the dice and recognise number symbols as they move the counters on the board.  The childminder builds positive relationships with children and works well in partnership with parents and carers to support their individual needs. She uses effective settling-in procedures, which help to promote children's emotional well-being.  The childminder works in close partnership with other providers children attend. This helps to promote continuity in their learning and care as they move between settings.

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It is not yet outstanding because:

 Sometimes, the childminder does not make the best use of her questions to build on, and challenge, children's existing knowledge. For example, during familiar stories, she does not always extend children's understanding of what is happening.  Children have fewer opportunities to choose resources to support their developing understanding of different roles of the people in their community. For example, there are fewer resources available for them to use to develop their awareness of people who help them, such as emergency services.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen the already good questioning skills further to encourage children to build on what they know and provide more consistent challenges to them in their learning  continue to develop opportunities for children to extend their understanding of people in the wider community.

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Inspection activities

 The inspector observed children and their interactions with the childminder.  The inspector viewed a sample of documents, including children's developmental records.  The inspector took account of the views of parents and children.  The inspector held discussions with the childminder.  The inspector assessed the childminder's self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her responsibilities to protect children's welfare and well-being. She keeps her knowledge of safeguarding current. The childminder has high aims for children's achievements and reflects well on her practice to drive improvements. For instance, she has used knowledge gained from training to improve her processes for monitoring children's progress. This helps her to identify concerns in their development and plan targeted activities to reduce gaps in their learning. The childminder works in partnership with professionals, such as speech therapists, to support children's individual needs. For example, she provides play activities for children, such as blowing bubbles, which helps to strengthen the muscles they use to speak.

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Quality of teaching, learning and assessment is good

Young children learn to follow simple instructions during play activities, and this helps them to develop their listening skills. For example, they follow the childminder's instructions to locate pieces and complete a puzzle. Children are confident and freely share their experiences with other children and the childminder. For example, they talk about celebrating Chinese New Year at their pre-school. The childminder extends their learning further; for example, she encourages older children to explore using chopsticks to pick up noodles. This contributes to children's understanding of different cultural traditions and they learn to value people's similarities and differences.

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Personal development, behaviour and welfare are good

The childminder consistently promotes good manners and children use polite words in their interactions with others. They follow rules and take turns very well during activities. They happily share experiences with each other and enjoy their time at the setting. The childminder works in partnership with parents to provide nutritious meals for children. She promotes a healthy lifestyle; for example, she takes children to local amenities that provide opportunities for them to be physically active. This contributes to children's good health and well-being. Children learn to keep themselves safe. For example, they identify that their scooters do not have brakes and the childminder makes use of the opportunity to chat to them about using them safely.

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Outcomes for children are good

All children are making good progress from their starting points. They enjoy their time with the childminder and engage in their play. They develop the key skills that prepare them for their future learning and move to school. Children learn about mathematical ideas, such as numbers and time, and identify numbers on the clock. The childminder extends on their learning further, for example, as she helps them to read the time.

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Setting details

Unique reference number 139527 Local authority Sutton Inspection number 1036125 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 20 November 2009

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Telephone number

The childminder registered in 2001. She lives in the London Borough of Sutton. She provides childcare all day, on weekdays, for most of the year.

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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.

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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.

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Telephone number

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Telephone number

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Telephone number

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

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