Childminder EY397537

Inspection date

Previous inspection date 18 February 2016 16 March 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 Good 2

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This provision is good

 The childminder has a good understanding of how children learn and provides a broad range of play experiences. She carries out effective observations and assessments of children's learning to help her identify their next steps in learning.  Children make good progress in their learning and development, and develop a range of skills ready for the next stage in their learning.  Partnerships with parents are effective. For example, the childminder and parents share information daily about children's learning and achievements. The childminder shares a good range of information about her service to support parents' understanding of her practice and responsibilities.  Children enjoy their time with the childminder and feel safe and secure. The childminder knows the children well as individuals, and supports their care and well- being effectively.  The childminder reflects and evaluates her practice well. She identifies key strengths

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This provision is good

and areas for further development that benefit children's outcomes.

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It is not yet outstanding because:

 The childminder does not always fully extend children's mathematical development to help them develop their skills further.  Children do not always have a wide range of opportunities to learn about people beyond their immediate experiences.

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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 teaching to develop children's mathematical skills, to extend their learning further  increase opportunities for children to learn about similarities and differences between themselves and other people in the community and wider world.

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Inspection activities

 The inspector observed the childminder and children engaged in activities.  The inspector viewed all areas of the home used by children.  The inspector spoke with the childminder at convenient times throughout the inspection.  The inspector viewed a range of documentation, including suitability checks, the childminder's written self-evaluation and children's records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes regular training to keep her knowledge updated, and has a good understanding of how to protect children in her care. For example, she knows what to do should she have any concerns about a child's welfare. The childminder undertakes regular risk assessments of all areas of her home and for outings to identify and minimise potential hazards to keep children safe. The childminder works in close partnerships with other settings children attend to promote continuity in children's learning and development. She extends her knowledge and skills well, such as through research and discussions with other childminders to share good practice.

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Quality of teaching, learning and assessment is good

The childminder gathers detailed information from parents about their children's likes, dislikes and abilities. This helps her to support children's individual care and learning needs from the start. The childminder provides good-quality learning experiences that are well matched to children's individual interests. She monitors children's progress closely to quickly identify and close any gaps in their achievements. The childminder provides activity ideas for parents to try at home to help continue their children's learning. Children eagerly join in with activities and have fun. They develop good communication skills. For example, the childminder asks questions and encourages children to use imaginative language during role play. Children are inquisitive and curious learners. For example, they enjoy pressing buttons on toys and learning how things work.

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Personal development, behaviour and welfare are good

The childminder is calm, friendly and caring, and children form secure emotional bonds with her and settle easily. She is a good role model. For example, she helps children to learn to share, take turns and listen to each other. Children are kind to each other and learn to be polite. For example, the childminder gently reminds children to say 'please' and 'thank you' and gives them lots of praise and encouragement. The childminder supports healthy lifestyles well. For example, she talks to the children about the importance of hand washing and promotes healthy food choices. Children spent plenty of time outdoors in the fresh air and take part in exercise, such as in the garden and when they go on local trips.

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Outcomes for children are good

All children make good progress in relation to their starting points. Children learn skills they need for their future learning. They develop good communication, language and social skills. For example, they listen to instructions, become confident speakers and learn to do things for themselves. Children gain confidence in thinking for themselves and making their own decisions.

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Setting details

Unique reference number EY397537 Local authority Bromley Inspection number 830808 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 16 March 2010

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Telephone number

The childminder registered in 2009 and lives in Penge in the London Borough of Bromley. She provides care for most of the year, Monday to Thursday from 8am to 6pm.

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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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