Kone, Koura

Inspection date

Previous inspection date 15 March 2016 29 November 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children develop a good understanding of mathematics through the many activities the childminder provides. Children gain good skills to support their future learning.  Positive and trusting relationships between children and the childminder support children well to have good emotional self-esteem and well-being.  Children develop good communication and speaking skills. The childminder asks thought-provoking questions and engages children well in conversations. Children who are learning English as additional language receive good support. The childminder speaks to them in their home language and English.  The childminder regularly reviews and evaluates her practice, children's learning and the environment she provides. This helps her make positive changes to her practice and maintain good outcomes for children.  Children have good opportunities to express themselves and develop their creativity.

p.1

This provision is good

For example, they explore different ways of making marks.

p.1

It is not yet outstanding because:

 The childminder misses opportunities to include parents more in their children's learning and development, to promote consistency between what children learn at home and with the childminder.  The childminder does not always extend children's exploration and investigation of the natural world further.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 involve parents more in sharing and planning for their children's progress and learning  extend the range of opportunities further for children to explore and investigate the natural world around them.

p.2

Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, including children's progress reports, and the childminder's policies and procedures.  The inspector spoke to children and the childminder.  The inspector gathered and took into account the views of parents.

p.2

Effectiveness of the leadership and management is good

The childminder attends regular training to keep up to date with new ideas, which helps her to improve her knowledge and practice further. For example, she attends classes that support her to develop the children's communication skills further. She attends groups and networks with other childminders that help her to make changes to her practice and improve children's experiences. The childminder supports children's move to school well. She communicates well with teachers and shares children's progress. This provides children with good continuity in their care and learning. The childminder accurately plans and tracks progress to meet children's individual needs effectively. This helps her to promptly highlight any gaps in their learning and provide support to close them. The childminder knows the safeguarding procedures to follow should she have any concerns about children's welfare. Safeguarding is effective.

p.3

Quality of teaching, learning and assessment is good

The childminder extends children's play and learning well through her knowledge of their personality and interests, and planning targeted activities that meet their individual needs. For example, she uses the children's love of role play to extend their communication skills and imaginations. She provides a good range of resources and supports children well when they pretend to be doctors. They act out new and familiar roles, and write prescriptions, developing their early writing skills.

p.3

Personal development, behaviour and welfare are good

The childminder effectively supports children's physical development. For example, they visit play parks with challenging equipment for children to climb and balance. Children develop good physical skills spontaneously through play. For example, children role play to build on a story and explore a variety of ways to move, such as waddling and stomping. The childminder supports children's good physical well-being. She encourages children to understand how to keep themselves healthy when they follow good hygiene routines and eat nutritious, well-balanced meals. Children understand the differences and similarities of others within the society. They celebrate festivals and events, and learn about the different countries and lifestyles through discussions with the childminder and using a globe.

p.3

Outcomes for children are good

All children, including those learning English as an additional language, make good progress in relation to their starting points. Children develop a strong understanding of early reading and writing, and make marks and recognise letters. Children develop good social skills. For example, they learn to share and take turns. They show respect and kindness towards others, in good preparation for moving on to school.

p.3

Setting details

Unique reference number EY358410 Local authority Lewisham Inspection number 828719 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 1

p.4

Name of provider

Date of previous inspection 29 November 2011

p.4

Telephone number

The childminder registered in 2007 and lives in Downham in the London Borough of Lewisham. She holds a level 2 early years qualification. The childminder cares for children Monday to Friday, from 8am to 6.30pm, during term time only.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5