Cortes Afonso, Maria Arminda

Inspection date

Previous inspection date 11 February 2016 11 February 2010

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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 Outstanding 1

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This provision is good

 The childminder is dedicated to improving the quality of her practice. For example, she attends regular training to update her skills and knowledge to benefit children and their families.  The childminder works closely with parents when children join to find out important information about children's starting points. She uses this information to inform immediate planning of activities and experiences, to help children make good progress in their learning.  Children form superb, caring relationships with the childminder. They develop excellent levels of emotional well-being and an extremely strong sense of identity within the setting.  The childminder is very enthusiastic and provides children with plenty of encouragement to help them achieve. Children are highly motivated and eagerly join in with activities.

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It is not yet outstanding because:

 Although the childminder is extremely sensitive to meeting children's individual needs, her planning is not always as precise as possible to help children make rapid progress in their learning.  The childminder does not always fully engage parents in helping her to decide how to develop her service further.

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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

 make full use of all children's ongoing achievements to strengthen planning, to help children make rapid progress in their learning  take every opportunity to gain parents' ideas and suggestions to strengthen the evaluation process.

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Inspection activities

 The inspector observed the childminder's teaching practice indoors and outdoors, and evaluated the impact of this on children's learning.  The inspector spoke to children at appropriate times during the inspection and held a meeting with the childminder.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's records, planning documentation and a range of other documentation, including the childminder's policies and procedures.  The inspector held a meeting with parents and took account of their views.

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Effectiveness of the leadership and management is good

The childminder is proactive and continues to advance her professional development. For example, since the last inspection she has achieved a relevant early years qualification and has improved summative assessments of children's learning. The childminder provides a highly stimulating learning environment for children. For instance, she has developed her outdoor area to ensure that children have plenty of opportunities to make choices, explore and investigate. The childminder has established effective partnerships with other professionals to support children's continued progress. Safeguarding is effective. The childminder implements robust policies and procedures to help keep children safe and protected from harm.

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Quality of teaching, learning and assessment is good

The childminder ensures that children have easy access to a wide range of interesting activities and resources to promote their learning. For example, children enjoy singing songs in different languages and learn to link words to actions. Children enjoy listening to familiar stories and develop confidence as they join in with repeated phrases. Children learn about size and shape, such as through creative activities, choosing different sized hearts to add to their picture. The childminder promotes children's early writing skills well, for example, encouraging them to write their names and a short message on their picture. The childminder is adept at using questions to encourage children to develop thinking and problem-solving skills. For example, she asks them how many more plates and knives are needed at snack time.

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Personal development, behaviour and welfare are outstanding

The childminder is an excellent role model. Children treat each other with high levels of respect and care; they are extremely aware of each other's needs and feelings. Children develop an excellent understanding of how to lead a healthy lifestyle. For example, they go shopping with the childminder to choose healthy foods and then help to prepare meals and snacks, consolidating their learning. Children engage heartily in physical activity when dancing, moving and marching along to action songs. Even the youngest children develop superb independence and self-help skills; the childminder encourages them to take responsibility for their own self-care as soon as they are able.

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Outcomes for children are good

All children make good progress. They have many opportunities to develop important skills that help prepare them for school. Children become independent and gain superb social skills. They are exceptionally well behaved and very polite. Children, including those who speak English as an additional language, develop strong communication and language skills. Children's literacy skills are developing well.

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Setting details

Unique reference number EY291060 Local authority Brent Inspection number 833793 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 11 February 2010

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Telephone number

The childminder registered in 2005. She lives in the London Borough of Brent. The childminder operates full time, all year round. She has an appropriate early years qualification at level 3.

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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

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 .

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Telephone number

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

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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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