Childminder 510764

Inspection date

Previous inspection date 14 June 2016 27 September 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

 Teaching is good. The childminder gains information from parents and uses her own observations to identify what children already know and can do. She uses this information to plan activities and experiences that match children's interests and preferences. Children make good progress from their starting points in readiness for school.  The childminder creates a warm and welcoming environment where children play and explore independently. Children experience happy and settled relationships with the childminder. This supports their self-confidence and boosts their emotional well-being.  Children regularly mix with other adults and children at community groups and develop the social skills they need to successfully interact in different situations. They develop positive attitudes and behaviours that promote tolerance and mutual respect for others.  The childminder acknowledges children's efforts and achievements with lots of praise

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This provision is good

and encouragement. She is a positive role model and children behave well and respond positively to the childminder's calm and relaxed manner.  Children enjoy a safe and secure environment, which supports their well-being. The childminder ensures that potential risks are minimised because she conducts regular risk assessments.

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It is not yet outstanding because:

 The childminder does not always give children enough time to fully develop their thinking skills when solving problems. At times, she is too quick to respond for them and does not give children enough time to think of an answer to the questions that she asks.  The childminder has not made the most of professional development opportunities to raise the quality of teaching to a higher standard.

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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

 give children the opportunities they need to develop their skills in thinking through problems and expressing their ideas about possible solutions  make the most of professional development opportunities to raise the quality of teaching to a higher standard.

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Inspection activities

 The inspector looked at those parts of the childminder's home used for the care of children. She spoke with the childminder and the children at appropriate times during the inspection.  The inspector observed teaching and learning activities in the indoor environment. She carried out a joint evaluation of an activity with the childminder.  The inspector looked at a range of documentation, including a sample of policies and procedures and children's records.  The inspector checked evidence of the childminder's training and the suitability of all adults living on the premises.  The inspector discussed the childminder's self-evaluation and reviewed written feedback from parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the signs of abuse and understands the importance of reporting any concerns promptly. She regularly reviews children's development and monitors their progress. This enables her to quickly identify if there are any gaps in children's learning. The childminder regularly seeks the views of parents and children to improve her practice, and she responds positively to any suggestions. This has a positive impact on children's care and learning. The childminder attends training to keep up to date with legislative changes. This helps to promote good outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder knows the children well. She provides children with a wide range of stimulating experiences and activities which meets their individual needs. The childminder routinely sits at children's level and takes part in their play. This motivates them to learn and concentrate on activities for a good amount of time. Children's mathematical skills and understanding of the world are well supported. Children count and compare quantities as they empty and fill a variety of containers with seeds. They discover what happens to the seeds when they are cooked. Children competently use language that they hear to extend their vocabulary. For example, during craft activities, children use descriptive and positional language as they share ideas on paper. They notice similarities and differences in the textures and colours. Good relationships with schools are in place. Positive partnerships with parents ensure information about children's care and learning is

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Quality of teaching, learning and assessment is good

effectively shared. This helps the childminder to plan precisely for what children need to learn next.

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Personal development, behaviour and welfare are good

The childminder creates a warm and welcoming environment for children. Good settling-in procedures ensure that children are ready for the move from home to the childminder's care. Children are caring towards others and routinely say please and thank you, when appropriate. Children actively make choices within their play and they easily select resources for themselves. Children's good health is promoted well. They routinely wash their hands before meals and learn to manage their personal care. Children take part in a range of activities to support their physical development, capture their curiosity and learn about nature and the outdoors. The childminder teaches children about safety, while encouraging them to take controlled risks and learn new skills for themselves.

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Outcomes for children are good

Children make good progress from their individual starting points. They are self-assured, confident and independent learners. Children choose from the interesting range of toys and resources offered. They are developing the skills to manage age-appropriate risks in a controlled way. Children concentrate well on their activities and are very interested and engaged. They are developing the concepts of mathematics well. Children develop the key skills they need for the next stage in their learning and their eventual move on to school.

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Setting details

Unique reference number 510764 Local authority Greenwich Inspection number 1040122 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 27 September 2011

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Telephone number

The childminder registered in 1994. She lives in the London Borough of Greenwich. The provision operates Monday to Friday, from 7.30am to 6pm all year round, except for bank holidays and family holidays.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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