Hamerton, Lesley

Inspection date

Previous inspection date 27 April 2016 16 March 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

 Children are confident to make choices about their play and settle quickly in their chosen learning activities. They develop close relationships with the childminder, which effectively helps to promote their emotional well-being and positive self-esteem.  The childminder has a good understanding about how children learn and develop. She monitors their learning effectively and provides a wide range of engaging activities to motivate children. This contributes to children making good progress based on their individual abilities and starting points.  The childminder is a good role model and sets clear boundaries for children's behaviour. This helps to prepare children well for their future learning.  The childminder carefully implements her policies and procedures to keep children safe from harm. For example, she carries out careful risk assessments of her home to help her effectively minimise any hazards.

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It is not yet outstanding because:

 The childminder is not always as successful as she could be in encouraging parents to share information about children's skills and interests at home. This does not help to strengthen the assessment process further to support children's learning and development even more precisely.  The childminder does not always help children to develop their independence. For example, she does not consistently encourage them to manage tasks for themselves.

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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

 encourage parents to contribute more information about their children's skills and interests, to help strengthen the assessment process even further  strengthen children's independence skills to help them manage tasks by themselves.

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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 looked at children's learning records and a selection of policies and procedures.  The inspector checked evidence of qualifications and suitability of the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder successfully promotes all aspects of safeguarding and children's welfare. She fully understands the procedure to follow if she is concerned about a child in her care. The childminder shares information effectively with other settings children attend to help promote continuity in children's care and learning. She is reflective in her outlook and evaluates what is working and where she can develop further to help improve outcomes for children. She effectively obtains feedback from parents, for example, through daily discussion and questionnaires, to help inform her self- evaluation process. The childminder attends training courses to help to support her in keeping up to date with her knowledge and skills.

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Quality of teaching, learning and assessment is good

Overall, the childminder communicates effectively with parents and keeps them well informed about their children's progress. This helps them to support their children's learning further at home. She regularly assesses children's development and completes the required progress check for children aged between two and three years. The childminder uses her knowledge of the children's interests and her ongoing assessments to plan engaging activities. For example, she supports young children's mathematical skills effectively as she names the different shapes of cutters they use to manipulate dough. The childminder also promotes babies' exploration skills well. For example, she provides them with a basket of sensory toys to help them experience different textures and materials. They are delighted as they listen to the crunch and rustle of silver foil.

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Personal development, behaviour and welfare are good

The childminder knows the children well and successfully meets their individual needs. Children are happy and content in the welcoming environment. The childminder makes good 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 socialise and interact with others. The childminder promotes children's understanding of healthy lifestyles well. For example, she provides children with healthy foods and regular 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 are confident and are able to make their own choices in their play. They gain many important skills to help prepare them well for their future learning. For example, young children demonstrate high levels of concentration as they participate in imaginative play. Babies develop good physical skills, for example, as they learn to stand.

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Setting details

Unique reference number EY310339 Local authority Bromley Inspection number 834297 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 16 March 2010

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Telephone number

The childminder registered in 2005 and lives in West Wickham, in the London Borough of Bromley. She operates for five days each week, throughout the year, and holds an appropriate childcare qualification.

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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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