Childminder 403714

Inspection date

Previous inspection date 14 April 2016 16 April 2012

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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 have strong attachments to the childminder. They seek her out for reassurance and affection. She supports their emotional well-being effectively.  The childminder is reflective and continually looks at ways to improve her knowledge and practice. This helps her to provide good outcomes for children.  The childminder frequently attends training to update her practice and extend her knowledge. She reflects on the positive impact this has on her teaching and the setting. Children make good progress in all areas.  Children are happy and confident. The childminder builds on their confidence and self- esteem, helping them to develop good skills for the future.  The childminder prepares children well for school in a number of ways. For example, she teaches children to be independent and choose their own resources. Children are motivated learners.  The childminder has a good understanding of the developmental needs of all children,

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This provision is good

including those who have special educational needs.

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It is not yet outstanding because:

 The childminder shares information with parents but does not always give them enough details of how they can extend their children's learning at home.  The childminder does not always extend children's learning and challenge their thinking, for example, by asking skilful questions.

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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

 enhance further opportunities for parents to continue their children's learning at home  build on ways to ask more skilful questions to encourage and extend children's learning and challenge their thinking.

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Inspection activities

 The inspector observed interactions between the childminder and children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, and policies and procedures.  The inspector took into account the written views of parents.  The childminder gave the inspector a tour of the premises.

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Effectiveness of the leadership and management is good

The childminder shares information about children's progress with other early years settings that they attend. This helps to ensure continuity in children's learning. Safeguarding is effective. The childminder keeps up to date with new legislation and practice. After attending a recent safeguarding course, the childminder is better able to identify the signs that may cause concern for a child's welfare and therefore keep children safe. The childminder is vigilant about safety issues and ensures her home and garden are safe for use by children. The childminder seeks the views of children and parents to help her drive improvements to her setting. For example, she talks to children and reviews activities to inform her future planning. She carefully tracks children's progress and identifies any areas for development. She develops effective planning to promote children's continued learning.

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Quality of teaching, learning and assessment is good

The childminder prepares children well for school in a number of ways. She uses lots of opportunities to discuss mathematical language. For example, she encourages children to count and sings number rhymes with them. The childminder supports children's communication and language skills effectively. For example, she reads a book and uses exciting voices and interesting props to make the story come alive. The childminder follows children's learning needs and interests well to plan exciting activities. For example, she has developed a variety of activities for children who learn better outside.

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Personal development, behaviour and welfare are good

The childminder is a good role model. For example, she uses positive praise and other strategies to reinforce good behaviour. Children learn to take turns, share and respect differences. The childminder teaches children to be aware of risks and they begin to be aware of their personal safety. For example, children tidy up so they do not trip over toys. Children have opportunities to be physically active in a number of ways. For example, they enjoy visiting a variety of National Trust properties. Children have opportunities to develop good social skills and mix with other adults and children. For example, they visit a sing- along session and other childminding groups.

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Outcomes for children are good

Children learn about diversity, people with disabilities, and different cultures, using a range of resources to explore their similarities and differences. For example, they learn from books displaying positive images of cultural diversity. Children learn to be tolerant of others and respectful of their beliefs. They are able to take care of their own personal needs. For example, they use the toilet without help. Children are confident communicators and learn different mathematical concepts that prepare them for their move to school. For example, they learn mathematical language, such as 'taller' and 'tallest'.

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Setting details

Unique reference number 403714 Local authority Sutton Inspection number 836878 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 16 April 2012

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Telephone number

The childminder registered in 2000. She lives near Belmont, in the London Borough of Sutton. The childminder operates Monday to Friday, from 7.30am to 7pm. She has a recognised childcare qualification at level 3.

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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

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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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