Childminder EY311129

Inspection date

Previous inspection date 30 June 2016 21 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 has worked well with other professionals to review her provision and address the weaknesses identified at the previous inspection. For example, she has improved her systems to ensure she manages children's behaviour consistently.  The childminder effectively supports children's communication and language skills. She uses a wide range of strategies, such as speaking clearly and extending the language children use, to help them communicate well with others.  The childminder has a good understanding of how children learn. She plays alongside children and extends their interests, which motivates them effectively. She sets appropriate challenges to ensure all children make good progress according to their individual abilities.  The childminder has positive working relationships with parents. She shares information regularly with them to ensure consistency in children's learning and care.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities throughout the daily routines to nurture children's learning potential and to encourage them to become more independent in completing some tasks.  The childminder does not always consider ways for children to understand and use technology based equipment more frequently.

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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

 make better use of all daily routines to extend children's learning experiences fully, including their ability to manage some tasks for themselves  increase children's access to the range of information and communication technology available, so they learn to use and explore the way in which different things operate.

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Inspection activities

 The inspector had a tour of the setting and viewed the resources of the setting.  The inspector carried out a joint observation with the childminder.  The inspector observed the children engaged in various activities, including the routines of the day.  The inspector sampled relevant documents and reviewed children's records.  The inspector discussed the childminder's policies and procedures, including those relating to safeguarding and behaviour.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder fully understands her responsibilities to protect children from harm. She effectively assesses any risks and takes steps to reduce these, to help ensure that children remain secure. Parental feedback is positive, which the childminder uses well to evaluate her practice; she listens to the views of parents and children. The childminder improves her professional knowledge and skills, for instance, by linking up with other childminders to share good practice. The childminder identifies the needs of each child and plans for their individual learning. She ensures they receive the support they need to make effective progress.

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Quality of teaching, learning and assessment is good

Close checks on children's progress help the childminder to address any gaps in their learning successfully. The childminder skilfully promotes children's mathematical skills. For example, while children solve puzzles, she encourages them to count, sort and categorise. The childminder asks suitable questions to extend children's language development. For instance, while children explore with form, she asks them how it feels and what would happen if they picked it up with different objects. She provides a good balance of activities, including ones that children freely choose or those led by her. For example, children enjoy creative play, such as role-play opportunities and building with construction blocks.

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Personal development, behaviour and welfare are good

The childminder ensures settling-in arrangements are flexible to meet individual care needs. She gathers relevant information from parents about what their children already know and can do, to establish their starting points. The childminder calmly and consistently supports children to understand their own feelings, including how to relate to others. She praises children's efforts and achievements. Children have daily opportunities for exercise to promote their good health and physical well-being. For example, they enjoy healthy snacks and meals, and have daily access to the outdoors. Children learn how to keep themselves safe, such as when crossing the road. For instance, they know to wait for the 'green man' signal at the crossing. Children have regular opportunities to socialise with others and to learn about other people. For example, they enjoy trips in their local community, where they learn about many festivals and different cultures.

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Outcomes for children are good

Children are well prepared for their future learning, including the move to pre-school or school. For example, they learn to share, take turns and to manage their emotions. They explore a variety of tools, while effectively strengthening their hand and finger movements.

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Setting details

Unique reference number EY311129 Local authority Hackney Inspection number 1048917 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 21 January 2014

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Telephone number

The childminder registered in 2005 and lives in the London Borough of Hackney. The childminder provides care on weekdays from 8am to 6pm, and operates her service throughout 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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