Childminder EY256329

Inspection date

Previous inspection date 25 February 2016 1 May 2012

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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 addressed the previous recommendation well and has made positive changes to the self-evaluation process. She shows a good understanding of her strengths and priorities for improvement.  The childminder welcomes information from parents about their children's care needs. She uses this information well to plan routines to help children settle.  The childminder provides a balance of daily play experiences, including those led by adults and those that children can freely explore. All children make good progress.  The childminder promotes children's communication and language development effectively. For example, she models language in a way that encourages them to repeat and learn new words.  Children form strong attachments with the childminder; she provides a warm and secure environment where children feel safe to explore, and they develop a strong sense of belonging.

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It is not yet outstanding because:

 The childminder does not always use her observations to plan specific activities to help children achieve higher rates of progress in their learning.  The childminder does not always use all areas of the setting to extend children's learning experiences, in particular to support further those children who prefer learning outdoors.

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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 better use of observations to develop more specific plans in order to tailor activities to extend children's learning further  continue to improve children's daily experiences, particularly so they benefit from accessing all available space to enhance their learning.

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Inspection activities

 The inspector sampled a range of documentation, including the childminder's training certificates, insurance policy, records of attendance, risk assessments and safeguarding policy.  The inspector held discussions with the childminder about her daily teaching and care practices.  The inspector completed a joint observation with the childminder, and observed the quality of care, teaching and children's learning.  The inspector looked at the areas, toys and equipment used for childminding purposes.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is alert to any signs that may raise cause for concern and is aware of the procedures to follow for reporting these. The childminder is aware of her responsibility to work in partnership with the parents to promote children's care and learning. She shares her policies and procedures with parents and keeps them well informed of her practice. The childminder effectively monitors children's learning to identify and address their learning needs. She continually reflects on the provision and shows a strong capacity for further improvement. The childminder maintains her professional development to keep her knowledge up to date. For example, she reviews her safeguarding knowledge regularly, such as through training, research and discussion with other childminders.

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Quality of teaching, learning and assessment is good

The childminder gives children ample time to explore. For example, children enjoy using play dough, effectively developing their creative ideas and coordination skills. The childminder interacts and communicates with the children well. For example, they spontaneously sing nursery rhymes together while doing the actions. The childminder knows how to promote children's personal, social and emotional development. For example, children are increasingly learning to do things on their own, such as choosing their toys and testing their ideas through trial and error. The childminder skilfully uses the children's play and everyday experiences to develop their early mathematical skills. In addition, the childminder supports children to develop their literacy skills, for example, through exploring books and writing materials.

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Personal development, behaviour and welfare are good

Children are happy and they settle well. They receive consistent support and reassurance. Children develop their confidence well and display positive behaviour. For example, they are caring towards each other and they learn to share. The childminder role models good behaviour. She implements clear and consistent boundaries for the children to learn good manners. She offers consistent praise to develop children's self-esteem. Children learn about others in their local community. For example, children enjoy visits to toddler groups where they mix with other children. Children have opportunities to sleep and rest between their play and benefit from a range of healthy snacks.

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Outcomes for children are good

Children develop good personal and social skills; they know how to maintain friendships and play alongside others. Young children develop their physical coordination skills well; for example, they learn to walk from an early age. Children continue to strengthen their independent skills for the next stage in their learning.

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Setting details

Unique reference number EY256329 Local authority Southwark Inspection number 837212 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 1 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 2003. She lives in Forest Hill, in the London Borough of Southwark. The childminder operates on weekdays throughout 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

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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