Childminder in Westminster

Inspection date

Previous inspection date 16 March 2016 4 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 form strong attachments with the caring childminder. She reassures children when unfamiliar adults are present and provides encouragement for children to feel confident to explore a good range of age-appropriate resources.  There are good partnerships with parents. Recent training has helped the childminder to gain key information from parents about children's starting points to support her initial planning. The two-way flow of information ensures that they share beneficial information about children's learning at home and at the setting regularly.  Children make good progress from their starting points. The childminder makes detailed observations and identifies children's next steps in learning accurately.  The childminder evaluates her practice regularly and includes the views of children and parents. She sets appropriate targets to improve outcomes for children, for example, to extend listening and speaking activities for bilingual children.

p.1

It is not yet outstanding because:

 The childminder does not always give children more time to think, listen and respond to questions to build their ideas and opinions.  The childminder does not consistently monitor children's progress from their starting points to ensure that she targets challenging activities more promptly where needed.

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

 develop further opportunities for children to develop their ideas, opinions and thinking skills  strengthen the monitoring of children's progress from their starting points.

p.2

Inspection activities

 The inspector made observations of the quality of teaching as children played inside.  The inspector spoke with the childminder at convenient times during the inspection.  The inspector sampled documentation, including children's assessment records, written views of parents and the childminder's self-evaluation.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder implements her detailed policies and procedures effectively to maintain children's welfare. She has a good understanding of her responsibility to report any child protection concerns. The childminder has made positive progress since her previous inspection and completes regular fire drills with the children to help their understanding of how to keep themselves safe. The childminder has a positive attitude to her professional development. She regularly attends training and network groups to improve her teaching practice.

p.3

Quality of teaching, learning and assessment is good

The childminder supports children's learning well. For example, she models mathematical language effectively in daily routines helping young children learn to count, both in English and their home language. The childminder plans a range of activities to support children's interests and build on what they can do. For example, she provides a good range of creative materials for children to explore. Young children show curiosity. For example, during a painting activity, they remove the sponge head and explore their early writing skills further. They squeeze the sponge in their hands to make the paint drip onto the paper. Children show good problem-solving skills. Initially, they add more paint to the sponge with a paintbrush; observing this is a slow process, they decide to put the sponge in the palette. Children show pride in their achievements. The childminder supports children's communication and language skills effectively, overall. For example, she

p.3

Quality of teaching, learning and assessment is good

responds well to young children's babble, repeating words and commentating on their movements.

p.3

Personal development, behaviour and welfare are good

The childminder is a good role model and promotes children's understanding of hygienic and safe practices well. For example, children are encouraged to wash their hands before they eat. Children enjoy healthy snacks and meals. They are aware of their own needs; for example, young children push their bowl away when they have finished. The childminder works well with parents to promote consistent care practices, such as dental hygiene and potty training. The childminder makes good use of the local environment to encourage children's physical skills and to help them learn about people in their community.

p.3

Outcomes for children are good

Children learn good skills for their future learning and eventual move to school. Young children gain good independence skills, such as learning to feed themselves. Children confidently make choices, for example, about which resources to use. They are keen to learn and show great concentration as they persevere to complete tasks.

p.3

Setting details

Unique reference number 153563 Local authority Westminster Inspection number 841920 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 1

p.4

Name of provider

Date of previous inspection 4 November 2011

p.4

Telephone number

The childminder registered in 2001. She lives in the London Borough of Westminster. The fifth-floor flat is accessible by lift and stairs. The childminding service operates daily throughout the year.

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