Childminder 159872

Inspection date

Previous inspection date 19 April 2016 7 December 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

 The childminder works effectively with the co-childminder to provide good-quality care and education. He makes good use of play resources to help children develop their skills. They use good imaginative skills and lots of creativity in their play activities.  Children make good progress in their learning. The childminder regularly observes what they can do and uses this to make accurate assessments of their development. He shares this with parents to make sure they know how to support their children at home.  The childminder has strong relationships with the parents and children in his care. Children behave very well. For example, they learn to share and take turns.  The childminder works with his co-childminder to review the quality of care they provide. They seek the views of parents, children and others in this process. Self- evaluation helps the childminder set targets for professional development, such as

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This provision is good

through accessing training. For example, he is due to attend training on how to improve the provision for children aged two years.

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It is not yet outstanding because:

 Although the childminder promotes children's awareness of numbers and shapes, he does not always support children to problem solve or to use mathematical language in their play.  Children do not always have a wide range of opportunities to learn about the similarities and differences between themselves and others.

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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

 provide even more opportunities for children to develop their mathematical skills  offer even more opportunities to help children learn about diversity and build a strong awareness of themselves.

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Inspection activities

 The inspector spoke to the children at appropriate times throughout the inspection.  The inspector spoke with the childminder and evaluated an activity together.  The inspector viewed a range of documentation, including policies and procedures, and children's records.  The inspector took account of parents' written views.  The inspector observed the childminder's interactions with children during routine play activities.

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Effectiveness of the leadership and management is good

The childminder makes good use of his links with other local professionals to access training and information that develop his skills. This helps to maintain a good quality of teaching and further supports children's learning. For example, recent training has improved how he works with parents in promoting healthy eating. Safeguarding is effective. The childminder completes regular training to refresh his knowledge of child protection. He understands local procedures, should he have a concern for children's safety or welfare. The childminder uses risk assessments and takes appropriate steps to minimise hazards to children's safety.

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Quality of teaching, learning and assessment is good

Children learn the key skills they need in order to move on to the next stage of their learning. The childminder reviews the progress of all children to monitor the effectiveness of his own teaching. He asks parents to provide detailed information about what they can already do and regularly shares information with them about the progress their children are making. He makes plans to challenge children's understanding and skills based on what they enjoy doing. For example, he helps children to name animals from a storybook and point to the colours that they recognise. He builds children's social skills, such as when encouraging children to share toys that they particularly enjoy together.

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Personal development, behaviour and welfare are good

The childminder makes children feel settled and reassured as soon as they join. He has good arrangements in place to get essential care information from parents and to understand children's emotional needs. As children grow older, the childminder knows how to help them prepare to move on, and has effective arrangements in place to help them become ready, such as for starting school. He offers a range of toys and resources for children to select freely, and makes sure he listens to the choices they make. For example, they can decide when they would like to have a snack and are able to choose the next game or activity. Children have access to a garden terrace and the childminder promotes fresh air and exercise well, such as regularly using local community play parks. The childminder promotes good health and hygiene practices. For example, he makes sure children learn how to manage hygiene tasks, such as hand washing, independently.

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Outcomes for children are good

Children use their imagination in lots of their activities, such as when they pretend to make tea and drink from toy teacups. They develop good coordination skills as they build tall towers with plastic blocks and can operate electronic toys by themselves. Children join in with their favourite nursery rhymes and develop early reading skills, such as when they begin to recognise words in books or on a computer screen.

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Setting details

Unique reference number 159872 Local authority Brent Inspection number 842027 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 7 December 2011

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Telephone number

The childminder registered in 2003 and lives in Wembley, in the London Borough of Brent. He is a co-childminder, who works with his wife to offer childcare every weekday from 8am to 6pm, 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

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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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