Childminder EY293272

Inspection date

Previous inspection date 23 February 2016 21 January 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

 The childminder has a good understanding of how children learn and develop. Children respond very well to her teaching methods. They make good progress from their starting points and demonstrate positive attitudes to learn.  Children develop strong attachments with the childminder. She is warm and caring towards them, which encourages children's confidence and independence.  The childminder has good partnerships with parents. She regularly shares information about children's progress and achievements, which helps to promote a consistent approach to children's learning and well-being.  The childminder engages well with all children, challenging children to learn. She provides an environment that is fully accessible and effectively promotes children's interests.  Partnerships with other providers are good. This helps to ensure that all professionals develop a consistent approach to supporting children's care and learning.

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This provision is good

 The childminder seeks the views of parents and children, and shares good practice with other professionals to identify areas for further development.

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It is not yet outstanding because:

 The childminder does not make the most of all opportunities for children to see words and print, to increase their early reading skills as they play.  The childminder does not create sufficient opportunities for children to investigate and learn about the natural world.

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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 further opportunities to develop children's early reading skills as they play  develop further opportunities for children to investigate and learn about the natural world.

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Inspection activities

 The inspector held discussions with the childminder and children throughout the inspection.  The inspector observed the interaction between the childminder and children during activities.  The inspector viewed the areas of the premises used for childminding.  The inspector looked at a range of documentation, including policies, procedures, risk assessments and the children's learning and assessment records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder uses robust risk assessments to ensure that her home and outings are suitable for children. This helps her to minimise hazards and keep children safe. The childminder attends regular safeguarding training and has a secure awareness of the procedures to follow to enable her to protect children's welfare. The childminder evaluates her practice successfully. She uses her new knowledge gained from training to benefit children well. For instance, she has further improved her approach to manage children's behaviour. The childminder monitors children's development effectively to close any emerging gaps in their learning. This prepares them well for the next stage in their education. Parents comment very favourably on the range of activities, care and learning their children receive.

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Quality of teaching, learning and assessment is good

The childminder spends time getting to know the children well. She completes ongoing observations and assessments that accurately identify children's progress, and plans a good range of learning experiences tailored to their individual interests and abilities. The childminder models language effectively and questions children in ways that encourage them to think for themselves. For example, children learn how to use tools and utensils as they engage in play. Children learn to match and identify shapes, for example, confidently completing complex puzzles with the childminder. The childminder uses all opportunities to extend children's mathematical development, such as counting items and recognising which is the largest.

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Personal development, behaviour and welfare are good

Children are happy, highly confident and display good levels of self-esteem in the childminder's home. The childminder promotes children's healthy lifestyles well. For example, children benefit from plenty of outdoor play and exercise, eat healthily, and learn to manage their personal needs. Children behave well. For example, they develop good social skills during their visits to local toddler groups, such as learning to share and take turns. This helps to prepare them for future learning. The childminder regularly practises fire drills with children to familiarise them with the emergency evacuation procedures.

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Outcomes for children are good

Children are very motivated and confident learners. Children communicate confidently and demonstrate good levels of concentration. For instance, they spent time ordering number cards into the correct sequence. Children learn about the wider world and the childminder encourages them to gain a positive awareness and respect for people's differences. They make good progress from their different starting points and develop the skills ready for their move to other settings and school.

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Setting details

Unique reference number EY293272 Local authority Richmond upon Thames Inspection number 1034899 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection 21 January 2009

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Telephone number

The childminder registered in 2004. She lives in the London Borough of Richmond. The provision operates Monday to Friday, from 8am to 5.30pm, all year round.

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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

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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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