Childminder EY443678

Inspection date

Previous inspection date 11 April 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 has a good understanding of how children learn, play and develop, and she uses her knowledge and skills effectively to plan precisely for children's learning. Children make good progress from their starting points and develop key skills that prepare them for next stages in their learning.  The childminder consistently guides children to learn to distinguish between right and wrong. For example, she closely supports them to share and take turns during play and helps them to understand the consequences of their behaviour.  The childminder works in close partnerships with parents and carers to help ensure that children have a smooth start at her setting. This helps to promote children's emotional well-being. For example, she develops a play plan for the children based on parents' views of children's likes and dislikes, and her own observations of children at play.  The childminder reviews her practice effectively to identify weaknesses and plan for

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This provision is good

improvements. She meets regularly with other childminders, which helps her to share ideas and make positive changes to the quality of the provision.

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It is not yet outstanding because:

 The childminder does not always fully extend children's learning during planned activities and incidental opportunities to further capture their interest.

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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

 consistently extend children's learning during activities and incidental opportunities, to strengthen their interest further.

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Inspection activities

 The inspector observed the children and their interactions with the childminder.  The inspector held discussions with the childminder.  The inspector viewed a sample of documents, including children's developmental records.  The inspector took account of the views of children and discussed with the childminder how she works in partnership with parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has up-to-date knowledge of changes to guidelines and knows her responsibility to refer the matter to professional agencies should she be concerned about children's welfare. She effectively assesses risks and takes effective steps to minimise these to help ensure that children remain safe. For example, she knows that children must not be left unsupervised with those whose suitability has not been vetted. She is committed to her professional development and identifies training needs effectively to improve the quality of teaching. For example, she uses her training skills effectively to identify children's individual learning styles and plan precise next steps in their learning. She tracks their progress from their starting points, which alerts her to any concerns in their development and plan well for their progress.

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Quality of teaching, learning and assessment is good

The childminder encourages children to make choices, which helps to promote their confidence in choosing and using resources and motivation to explore eagerly. For example, young children point to pictures to choose the songs they would like to sing at group time. They eagerly explore books and say words and phrases to describe what they see under the flaps in the book. This helps to promote their communication and language development and supports their early reading skills. The childminder introduces children to numbers and they copy her and learn to represent numbers with their fingers. This helps to promote their early mathematical skills.

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Personal development, behaviour and welfare are good

Children develop a healthy lifestyle, for example, through regular opportunities to exercise and develop their physical skills. They learn about healthy foods; for example, they learn to name the vegetables on their plate. Children learn to make a positive contribution to daily tasks, such as tidying up after play. This helps to promote their independence and self-esteem. They learn about the roles of community helpers; for example, they use play tools to pretend to administer an injection.

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Outcomes for children are good

Young children make good progress in their physical, communication and social skills, which help them build strong foundations for further learning. They learn from positive interactions with the childminder. For example, they make pretend tea for her and enjoy sharing play experiences with her. Young children develop their listening skills, for example, as they watch the childminder intently when she sings to them. They smile as she gently bounces them on her knees and moves their hands to make actions. Children enjoy what they do and benefit from a range of interesting learning experiences that stimulate their learning.

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Setting details

Unique reference number EY443678 Local authority Lewisham Inspection number 886211 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 5 Number of children on roll 2

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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 Lewisham. She provides childcare all day on weekdays, for most of the year. The childminder holds Early Years Professional Status.

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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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