Childminder EY373554

Inspection date

Previous inspection date 24 February 2016 14 January 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 good methods for reviewing her practice. She evaluates the quality of her provision effectively to identify her main strengths and weaknesses. She acts to improve her service and the changes made have sustained its good quality.  The childminder has a good relationship with parents. She shares information with them about their children's ongoing development and seeks their feedback as part of her self-review process.  The childminder monitors children's development well. She uses her observations of children's play to identify effectively their next steps in learning. She checks that children are achieving at least what they should for their stages of development.  The childminder is caring and responsive towards children and builds warm and affectionate relationships with them. For example, she talks and listens to children as she plays alongside them, and offers physical comfort when needed to meet their

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It is not yet outstanding because:

 The childminder does not always promote children's early interest in the printed word, or the use of their home languages fully.  The childminder does not organise her resources as effectively as possible, so children sometimes lose concentration and do not persevere to complete activities.

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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

 take every opportunity to develop children's pre-reading skills  organise resources more effectively so that children concentrate fully on their activities.

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Inspection activities

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

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Effectiveness of the leadership and management is good

The childminder uses her wealth of experience to provide good-quality experiences for children that help them to progress well. The childminder pays good attention to her professional development and uses her new skills well. For instance, her training on managing children's behaviour has helped the childminder to support children's growing understanding of how to behave towards each other. Safeguarding is effective. The childminder has thorough systems for keeping children safe. For example, she checks her premises and equipment are safe before children arrive each day. The childminder is fully aware of what to do if she has any concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder is skilful at planning experiences for children that take account of their individual interests and needs. Children lead the direction of their play most of the time and the childminder adapts her teaching to children's imaginative ideas. For example, a cardboard tube used as a chute for toy cars became a musical instrument and then a sword. The childminder interacts well with the children. She helps them to develop strong communication and language skills. She is alert to chances to widen children's vocabularies, such as when a police car passes by outside. She encourages children to work things out for themselves, for example, when they test out which toy cars fit into the chute. The childminder helps children to understand who they are and how they are different from others, for instance when discussing such things as hair length or what languages children speak at home.

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Personal development, behaviour and welfare are good

The childminder is sensitive to children's feelings and she responds immediately to their emotional needs. For example, she suggests a cosy, story-time session when she notices that children need help to settle. Children enjoy this time and it enables them to gain confidence to go off and play when ready. Children understand what is expected of them and the childminder reminds them gently why certain behaviour is not acceptable. From a young age, children learn that handwashing is important to help maintain their health. The childminder encourages parents to provide children with nutritious meals. She ensures that children have regular opportunities for exercise. These actions all contribute to children learning about the importance of leading a healthy lifestyle effectively.

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Outcomes for children are good

Children are well prepared for the next stage in their early education. They develop strong social skills and independence. They use mathematical words accurately from a young age, such as 'fast' and 'slow'. They listen attentively to stories and enjoy these. Children behave well and are caring towards others.

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Setting details

Unique reference number EY373554 Local authority Brent Inspection number 829323 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 3 Number of children on roll 1

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Name of provider

Date of previous inspection 14 January 2010

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Telephone number

The childminder registered in 2008. She lives in Kilburn in the London Borough of Brent. The childminder operates her service on weekdays, all year round. She has an appropriate early years qualification.

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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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