Childminder EY445052

Inspection date

Previous inspection date 29 February 2016 Not applicable

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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 provides a wide range of interesting activities and experiences in her home. She also takes children to a variety of places of interest in the local area to support their learning. Children make good progress in their learning and development.  Communication between the childminder and parents is very good. They share information each day to provide a consistency of care.  The childminder has developed warm, caring relationships with the children and their families. Parents praise the work she does with their children.  Opportunities for learning are built into routines and everyday activities. For example, the childminder counts with the children as they walk up the stairs.  Children develop good levels of independence. For example, they learn to manage their own personal hygiene routines, including washing their hands.  The childminder has established links with other professionals. She takes on board

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This provision is good

advice and information received to improve her practice and support individual children.

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It is not yet outstanding because:

 The childminder undertakes some useful reflection but her self-evaluation is not always robust enough to help her to develop consistently outstanding practice.  Overall, the assessment of children's progress helps the childminder to plan effectively; however, it is not always precise enough to target teaching as specifically as possible.

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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 self-evaluation to enable action to be targeted as precisely as possible to continually improve the quality of the provision  refine further the assessment of children's progress to provide the clearest picture possible of their levels of achievement, to enable teaching to be targeted as precisely as possible.

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Inspection activities

 The inspector looked at relevant documentation, including the registration and first aid certificates, and a sample of policies.  The inspector observed the interaction between the childminder and the children.  The inspector looked at the quality of the learning environment.  The inspector looked at letters from parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder monitors her home and the outdoor environment daily to ensure children are kept safe. She attends regular training to keep her knowledge up to date and improve her practice. The childminder has a good understanding of her responsibility to report any concerns about children's safety or welfare. The childminder effectively promotes respect for people of different backgrounds and cultures. For example she provides dolls, puzzles and books that positively reflect diversity and children engage in activities to celebrate festivals from around the world. The childminder effectively plans activities that are linked to the children's interests.

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Quality of teaching, learning and assessment is good

The childminder plans a series of interesting topics that help to prepare children for school. She carefully observes and listens to children and plans enjoyable and challenging activities. The childminder involves parents well in their children's learning. Parents say that they are happy with the information they receive and feel supported in understanding their children's stages of development. Children who have specific needs are supported well. For example, the childminder uses information provided by parents and outside agencies to improve outcomes for children. The childminder encourages children to choose what they want to do, which supports their independence. Children progress well in early literacy and mathematics. For example, they learn about numbers and make good use of a wide range of pencils, pens and paper for writing and drawing.

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Personal development, behaviour and welfare are good

Children learn to behave well and play cooperatively. The childminder skilfully teaches children how to calm themselves when they become overexcited. Children are emotionally secure and share cuddles with the childminder. Toys and equipment are stored at the children's level so that they can take out items they want and help to put them away after playing. The childminder contributes effectively to children's overall well-being. For example, she teaches them about the importance of eating a healthy diet and praises their efforts. The childminder celebrates children's ideas, for example, she prominently displays their artwork around her home.

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Outcomes for children are good

Children make good progress in their learning and development and are very well supported to develop their language skills. For example, they engage in lively discussions about the photographs of their friends and families that are displayed on the wall. Children develop secure attachments that help to prepare them emotionally for school.

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Setting details

Unique reference number EY445052 Local authority Merton Inspection number 935741 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 3 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2012. She lives in the London Borough of Merton. She operates from 11.30 am to 5pm, Monday to Friday, throughout the year. The childminder holds a relevant qualification at level 2.

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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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