Richardson, Karen Louise

Inspection date

Previous inspection date 15 April 2016 11 October 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

 The childminder follows the children's lead and encourages them to make independent decisions. Children explore confidently and have access to a good range of resources.  Observations and assessments of children's learning are informative. The childminder creates individual plans for children which focus on their interests and provide challenge in their learning. Children make good progress for future learning.  The childminder has secure relationships with parents and other settings that children attend. She regularly shares information and encourages them to be part of children's learning.  Settling-in procedures are effective. The childminder gathers as much information from parents as possible to support children's emotional needs. Children settle well and quickly form close relationships with the childminder.  The childminder is committed to continuously improving her provision. For example,

p.1

This provision is good

she attends training courses to refresh her knowledge, and she networks closely with other childminders to share ideas for good practice.

p.1

It is not yet outstanding because:

 The childminder does not make the most of opportunities for children to develop their problem-solving skills.  The childminder does not always give children enough time to respond to questions to strengthen their thinking skills.

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

 improve opportunities for children to strengthen their problem-solving skills  strengthen opportunities for children to develop their thinking skills.

p.2

Inspection activities

 The inspector observed activities and the childminder's interactions with children in the indoor environment.  The inspector viewed written documentation such as policies and children's records.  The inspector spoke to the children and childminder at appropriate times during the inspection.  The inspector took account of parents' feedback.  The inspector viewed all areas of the home that are used by children.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of the procedures she would follow if she had concerns about children's well-being. The childminder keeps her knowledge and understanding up to date and is fully aware of recent legislation and further responsibilities. The childminder risk assesses her home effectively and helps to develop children's knowledge of keeping themselves safe. For example, she practises regular fire drills and talks to children about 'stranger danger'. The childminder is reflective and regularly evaluates her setting and learning activities. She seeks the views of parents and children and considers their feedback to help her improve further.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good knowledge and understanding of how children learn. She encourages children to make decisions about their play and supports and extends their ideas. For example, children chose to race balls up and down the hallway. The childminder incorporated positional language which children then copied. The childminder provides activities which encourage children to describe. Children develop their range of vocabulary as they use words such as 'spongy' and 'smooth'. Children enjoy accessing resources independently and include the childminder in their play. The childminder completes regular assessments of children's learning. She knows children well and plans a good balance of activities to support children's ongoing progress, which she tracks effectively.

p.3

Personal development, behaviour and welfare are good

Children are happy and have secure relationships with the childminder. The childminder promotes children's well-being effectively and children's behaviour is good. For example, she has house rules which she shares with children and she constantly praises children's achievements. Children have plenty of opportunities to develop their physical skills and maintain a healthy lifestyle. For example, they go for walks in the woods, visit soft play and sensory centres, and visit local play parks. The childminder makes good use of the local area to develop children's knowledge of the wider world. For example, she has taken children to the local mosque, and they regularly attend toddler groups which provide opportunities for them to socialise with others.

p.3

Outcomes for children are good

Children make good progress in all areas of learning. They are enthusiastic learners who are keen to take part and are developing the necessary skills for their move to school. Children are learning to be independent, for example, they confidently use knives to cut up their fruit for snack. They develop good mathematical skills during sorting and matching activities.

p.3

Setting details

Unique reference number EY364583 Local authority West Sussex Inspection number 1034790 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 11 October 2011

p.4

Telephone number

The childminder registered in 2007 and lives in Crawley, West Sussex. The childminder works Monday to Friday from 7.30am until 6pm all year round.

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