Childminder EY389041

Inspection date

Previous inspection date 28 June 2016 16 January 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

 The childminder stimulates children's interest well. For instance, she enthusiastically joins in their play and encourages them to explore. Children are happy, enjoy their time at the setting and develop as keen learners.  The childminder focuses sharply on helping young children build their physical, social and communication skills. Parents express the view that their children have grown in confidence and make good progress in the childminder's care.  The childminder evaluates her provision effectively and she has made good progress since the last inspection. For example, she has had relevant training and has researched to help develop her observation, assessment and planning skills. This has helped her raise the quality of teaching to good standards.  Children make a positive contribution to daily routines, such as by tidying up after play. This helps to build their independence.

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It is not yet outstanding because:

 Although the childminder takes good fire precautions and has identified an emergency escape route, children do not have regular opportunities to practise emergency evacuation to develop their familiarity and confidence with the procedure.  The childminder does not provide enough opportunities for children to develop their awareness of diversity and to build further on their understanding of the wider community.

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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

 practise emergency evacuation with children more often, to develop their familiarity and confidence with the procedure and to help them learn to keep themselves safe  find more opportunities to increase children's awareness and understanding about different communities and cultures in the wider world.

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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 and children.  The inspector held discussions with the childminder as and when appropriate.  The inspector viewed a sample of documents, including children's developmental records.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder understands what action she must take if she has concerns about children's welfare. She prepares children well for the next stage in their learning. For example, she establishes close links with local schools and works closely with staff to help support older children who start school. The childminder monitors children's development regularly and plans effectively to help guide their progress to the next stages in their learning. She has established processes for two- way communication with parents, including about matters relating to accidents, incidents and medication. This helps her to meet individual children's needs effectively and support consistency in their learning and care.

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Quality of teaching, learning and assessment is good

The childminder questions children skilfully to challenge them in their learning and add to what they already know. For example, she reinforces their understanding of the world as she provides verbal clues and children guess the names of a range of animals, such as a lion, chameleon, hyena and hippopotamus. She introduces new words, such as 'binoculars', to develop their vocabulary further. The childminder provides interesting opportunities that help motivate children to practise a range of physical activities. For example, they learn to pick up objects using a magnetic fishing rod and focus well as they balance objects to construct a tower.

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Personal development, behaviour and welfare are good

The childminder makes the best use of regular opportunities to talk to children about hygiene practices. For example, as children complete a pirate puzzle, she discusses with them about rotten teeth and the importance of dental hygiene. Children enjoy sharing their experiences with the childminder. For example, they make an imaginary burger for her from the toy kitchen. They build confidence in their abilities and show that they have good self-esteem. For example, they happily say, 'I win,' when they successfully find the correct cards during a memory game. Children develop a healthy lifestyle and enjoy regular opportunities to play in the fresh air. For example, they have outings to local amenities and make special visits to places, such as the farm.

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Outcomes for children are good

Children develop their mathematical skills. For example, they learn to sort cups by size and know to use numbers to identify how many objects are in the set. They start to recognise and respect the needs of others as, for instance, they learn to share and take turns while playing games with the childminder. Children make good progress from their staring points and are prepared well for future learning.

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Setting details

Unique reference number EY389041 Local authority Croydon Inspection number 1049200 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 16 January 2014

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Telephone number

The childminder registered in 2009. She holds a childcare qualification at level 2. 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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