Childminder EY486562

Inspection date

Previous inspection date 4 May 2016 Not applicable

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 has a good understanding of her role to promote children's care and education effectively.  The childminder establishes effective relationships with parents. For example, she encourages parents to share information about their children's learning at home and she keeps parents informed of their children's progress.  The childminder is a good role model. Children respond positively to her and to others, and they behave well. She meets their emotional and physical needs effectively, and children are confident and motivated.  Children make good progress in their learning. The childminder skilfully observes and assesses children's development in order to identify and close any emerging gaps.  The childminder develops her professional practice well, for example, she completes regular training to increase her childcare knowledge.

p.1

It is not yet outstanding because:

 The childminder does not provide opportunities to encourage young children to develop their emerging creativity, to help them use their imaginations and share their ideas.  On occasions, the childminder does not use all opportunities to build on young children's awareness of how to do things themselves, such as feeding independently.

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

 increase opportunities and encourage young children to explore their creative ideas and thoughts more frequently  extend young children's opportunities to develop and practise their personal care skills.

p.2

Inspection activities

 The inspector observed the childminder's interactions during activities indoors and looked at a range of resources and equipment.  The inspector talked with the parents, childminder and the children at various times during the inspection.  The inspector undertook a joint observation of individual children with the childminder.  The inspector sampled a range of documentation, including records relating to children, and checked safeguarding procedures and feedback from parents.  The inspector held discussions with the childminder about policies and procedures, methods of assessing and planning for children's progress, and how she works with parents, and other providers.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows how to identify any welfare concerns about a child and how to refer these to the appropriate reporting agencies. The childminder minimises any risks to children's safety on and off her premises. For example, she carries out comprehensive risk assessments and practises fire evacuation procedures with children. The childminder is aware to notify Ofsted of any significant changes, including working with others, and to maintain a complaints log. The childminder evaluates her practice effectively. She requests feedback from parents and reads about changes in childcare practice to help ensure she maintains up-to-date knowledge. For example, she has adapted the playroom to use all of the space, organised resources and made home-made toys to support children's learning further.

p.3

Quality of teaching, learning and assessment is good

The childminder provides effective learning experiences for children and she has high expectations of them. Young babies develop their physical skills well, for example, they move around the play space confidently crawling, standing up and balancing skilfully. The childminder helps to develop children's communication skills effectively. For example, she interacts well, using her voice to engage and excite babies, offering continuous praise and encouragement. Babies develop their social skills well, for example, they often point, babble and use facial expressions. The childminder interprets these gestures effectively to help extend their learning. She helps children to gain a good awareness of and explore information and technology, for example, they learn how to operate toys and understand how they work.

p.3

Personal development, behaviour and welfare are good

Children learn the importance of healthy eating, for example, they receive nutritious meals and snacks. The childminder teaches young babies about safety, for example, she gently reminds them about possible risks around them. The childminder often takes children on trips into the local community, and they play with resources that positively reflect differences and similarities in others. This helps children to learn effectively about the wider world. Babies begin to learn about good hygiene practices, such as practising handwashing routines. The childminder helps to prepare children well for the next stage of their learning.

p.3

Outcomes for children are good

Young babies are happy and secure. They develop well physically and emotionally and begin to communicate effectively. They make good attachments with adults and understand simple instructions. Children develop their sense of rhythm, for example, they thoroughly enjoy listening to music and songs.

p.3

Setting details

Unique reference number EY486562 Local authority Lewisham Inspection number 1009929 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 1 Total number of places 6 Number of children on roll 1

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015. She lives in Lewisham, in the London Borough of Lewisham. She operates Monday to Friday 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