Childminder 124244

Inspection date

Previous inspection date 18 April 2016 28 June 2010

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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 about how children develop and she monitors their learning effectively. She provides a varied range of interesting activities to engage children. This contributes to children making good progress based on their individual capabilities and starting points.  Children settle quickly to their learning, and are confident to make choices about their play. They build strong relationships with the childminder, which effectively helps to support their positive self-esteem and good emotional well-being.  The childminder is a good role model and sets clear boundaries for children's behaviour. Children follow her good example and are well mannered and respectful. This helps to prepare them well for their future learning, including school.  The childminder carefully implements her policies and procedures to keep children safe. For example, she undertakes rigorous risk assessments of her home and effectively

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to extend children's learning and thinking skills during activities, for example, by using questions that only require one- word answers.  On occasions, the childminder does not strengthen children's understanding of how they are unique in terms of their similarities and differences, in particular in relation to their cultural heritage.

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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

 create more opportunities to develop children's thinking skills  strengthen children's understanding of how they are unique in terms of their similarities and differences, in particular in relation to their cultural heritage.

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Inspection activities

 The inspector observed a range of play activities and spoke to the childminder at appropriate times during the inspection.  The inspector completed a joint observation with the childminder.  The inspector discussed the childminder's self-evaluation process.  The inspector checked evidence of qualifications and suitability of the childminder.  The inspector looked at children's learning records and a selection of policies and procedures.

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Effectiveness of the leadership and management is good

The childminder shares information effectively with parents and other professionals to promote continuity in children's care and learning. She reflects on her provision and evaluates what is working and where she can drive improvement further. In addition, she seeks the views of parents and children, such as through feedback forms and discussions, to inform her self-evaluation process. The childminder attends training courses to support her in keeping up to date with her knowledge and skills. Safeguarding is effective. The childminder successfully promotes all aspects of safeguarding and children's welfare. She fully understands the action to take if she is concerned about the welfare of a child in her care.

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Quality of teaching, learning and assessment is good

The childminder communicates regularly with parents and keeps them well-informed about their children's progress. This helps them to support their children's learning further at home. The childminder uses her knowledge of the children's interests and her ongoing assessments to plan engaging activities. She demonstrates good teaching skills. For example, she builds on children's creative development as she encourages them to name colours as they participate in sensory play. Children demonstrate good pencil control to help support their early writing skills. The childminder also supports children's literacy development well. For example, she helps children to begin to link sounds to letters as she asks them to name words that begin with particular letter sounds.

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Personal development, behaviour and welfare are good

Children are happy and settled in the welcoming environment. The childminder knows the children well and successfully meets their individual needs. She makes effective use of opportunities in the wider community to help children develop good social skills. For instance, they regularly attend group activities with the childminder, where they learn to play and interact with others. The childminder promotes children's understanding of healthy lifestyles well. For example, she provides children with healthy foods and frequent opportunities for physical outdoor exercise.

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Outcomes for children are good

Children are motivated and eager to learn, and make good progress in their development. They acquire a range of important skills to help prepare them for their move to school or nursery. For example, children demonstrate high levels of concentration as they participate in early writing activities. They also develop good independence skills, such as learning to put on their own shoes. They are confident and are able to make their own choices in their play.

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Setting details

Unique reference number 124244 Local authority Croydon Inspection number 846256 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 28 June 2010

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Telephone number

This childminder registered in 1982 and lives in Waddon in Croydon. She operates her service for five days each week, throughout the year, and holds a 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

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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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