Childminder EY406873

Inspection date

Previous inspection date 12 April 2016 19 July 2011

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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

 Children are happy, settled and content. The childminder is very caring and forms secure bonds with the children.  The childminder and her co-childminder provide a good range of activities that are planned according to children's individual interests and cover all areas of their learning. This contributes well to children's readiness for primary school.  The childminder uses assessment well to identify, and plan for, children's next steps in their learning. She is able to identify any gaps in development and put necessary measures in place to close the gaps in children's learning. As a result, they make good progress.  The childminder has a good knowledge of safeguarding and welfare requirements. She implements these effectively to help promote children's well-being.  The childminder is keen to keep her knowledge and skills up to date. For example, she researches online and discusses changes in legislations with her co-childminder to help

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This provision is good

her keep abreast of welfare requirements.

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It is not yet outstanding because:

 The childminder does not fully involve parents in helping to evaluate all aspects of the provision to support continuous improvement in the outcomes for children.  The childminder does not fully extend children's awareness of the wider world. For example, children have limited opportunities to learn about people of other cultures and religions, and those with disabilities.

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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

 involve parents more in helping to evaluate all aspects of the provision to support continuous improvement in the outcomes for children  extend opportunities for children to become more aware of, and embrace, people's differences in relation to ethnicity, culture and disability.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children throughout the inspection.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector reviewed documentation, including children's records, and policies and procedures.  The inspector discussed how the childminder decides which areas of her service would benefit from improvement.

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Effectiveness of the leadership and management is good

The childminder works well with her co-childminder. The effective team working helps to promote consistency in caring and teaching. The childminder and her co-childminder keep concise documentation on children and robustly assess potential risks in the indoor and outdoor play areas to help keep children safe. Safeguarding is effective. The childminder clearly understands her role in child protection and she is fully aware of the procedures to follow should a concern arise. There are robust policies in place that cover all aspects of the provision and these are shared with the parents.

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Quality of teaching, learning and assessment is good

The childminder plans activities which are directly linked to children's interests and stages of development. She provides age-appropriate resources to support children's learning. She adapts teaching to suit all children's learning; for example, she positions herself to a babies' level, gives proper eye contact and uses hand gestures when giving instructions to ensure they understand. This helps younger children, particularly, to engage well in activities. The childminder provides many opportunities for children to develop their manipulative skills; for example, babies enjoy exploring toys and finding out how things work. The childminder monitors children's achievements well to help them make good progress. Parents also receive good information about this to help them continue to support their learning at home.

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Personal development, behaviour and welfare are good

The childminder forms good emotional attachments with the children. Children are happy to leave their parents and choose an activity that engages them. Children's individual needs are carefully considered and consistently met. Routines are well-organised and adapted to suit the younger children. The childminder maintains good hygiene and safety practices at all times to help promote children's well-being. She also develops children's independence well; for example, she encourages babies to hold their bottle and feed themselves. Children have good opportunities to develop their large-muscle skills. They enjoy daily trips to playgroups and parks where they use different climbing apparatus, such as slides and obstacle courses.

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Outcomes for children are good

Children develop good physical skills; for example, babies eagerly use their hands and feet to explore paint. They are also able to use the construction blocks to build a tower with good support from the childminder. Children are being prepared well for the next stage in their learning. Babies are developing a keen interest in books. They feel the different textured books, look critically at pictures and turn pages in them.

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Setting details

Unique reference number EY406873 Local authority Bexley Inspection number 831514 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory 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 19 July 2011

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Telephone number

The childminder registered in 2010 and provides care in Welling, in the borough of Bexley. She works with her mother, who is also a registered childminder. She provides care Monday to Friday, all year round.

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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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