Childminder EY417009

Inspection date

Previous inspection date 26 May 2016 10 July 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 form trusting relationships with the childminder and she sensitively cares for their emotional needs. She works in close partnership with parents to help establish children's routines and they settle well in her care.  The childminder effectively stimulates young children's curiosity to try new experiences. For example, she praises and encourages them as they learn to walk. This helps to build on children's confidence in their own abilities and they are motivated to be physically active. Children make good progress towards the next stages in their learning.  Young children develop their early communication skills. For example, they babble and make sounds in response to the childminder's conversation with them.  The childminder provides opportunities for children to meet and interact with others, for instance, during trips to local amenities. This helps to build on children's social skills.

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This provision is good

 The childminder has made good improvement in meeting the actions and recommendations from the previous inspection. She has reviewed her safeguarding policies and procedures to ensure they are in line with requirements.

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It is not yet outstanding because:

 Occasionally, the childminder introduces new activities too soon before children are ready to move on from what they are engaged in.  Children do not always have opportunities to explore a range of media and materials and to experience making movements that create marks.

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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

 allow enough time for children to explore the activities they are engaged in to their satisfaction  strengthen opportunities for young children to explore and develop their creative and mark making skills.

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Inspection activities

 The inspector observed the children and their interactions with the childminder.  The inspector took account of the views of parents.  The inspector viewed a sample of documents, including the childminder's policies and procedures.  The inspector carried out discussions with the childminder, as appropriate.

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Effectiveness of the leadership and management is good

The childminder reflects well on her practice and develops focused plans for improvements. She shares ideas with other childminders to help strengthen her knowledge and skills and keep updated with current practice. For example, she has revised her observation, assessment and planning processes based on her discussions with them. The childminder has developed appropriate procedures for monitoring children's progress. For example, she shares information effectively with parents to help assess children's starting points and she tracks children's development to identify any gaps in their learning. Safeguarding is effective. The childminder understands how to identify the signs and symptoms that may cause concern regarding children's welfare. She knows the procedures to follow to protect children in her care.

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Quality of teaching, learning and assessment is good

The childminder knows the children well and plans effective next steps in their learning based on their interests. For example, she provides them with a range of electronic toys to support their curiosity in exploring lights and sounds. The childminder helps children to learn how everyday objects are used in different ways. For example, she demonstrates how to roll and bounce a ball. This build on their understanding of the world. The childminder makes the best use of daily routines to extend children's learning. For example, she sings to children before settling them to sleep. This helps to build on their communication and language development.

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Personal development, behaviour and welfare are good

The childminder provides opportunities for children to learn to care for their personal needs. For example, she places young children's cups in their reach and prompts them regularly to have a drink. This helps to build on their independence. The childminder adopts hygiene practices during care routines, for instance, while changing children's nappies. Parents express the view that the childminder works well in partnership with them to help meet children's dietary needs. These arrangements support children's good health.

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Outcomes for children are good

Children develop their early reading skills well, showing interest in pictures and learning to turn book pages. They enjoy sharing experiences with the childminder. For example, they crawl out of the room and they smile and giggle when the childminder pretends to search for them and finds them. They develop their creativity, for example, they press buttons on a keyboard and move their bodies to the music. Children make good progress and develop key skills for future learning.

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Setting details

Unique reference number EY417009 Local authority Croydon Inspection number 1049386 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

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Name of registered person

Date of previous inspection 10 July 2014

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Telephone number

The childminder registered in 2010. She lives in Sandilands, in the London Borough of Croydon. She provides childcare all day on weekdays, for most of the year.

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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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