Childminder 109905

Inspection date

Previous inspection date 20 July 2016 6 July 2015

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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 carries out regular observations of children while they play. She makes accurate assessments of their progress and plans effectively for their individual learning needs. This helps to ensure children make good progress from their starting points.  The childminder is caring, attentive and affectionate, and children demonstrate secure and trusting relationships with her.  The childminder reflects on her setting well and implements ongoing developments. She accurately identifies her strengths and areas she wishes to develop, to help improve children's outcomes further.  Children behave well. The childminder supports children to become independent. She builds children's self-esteem well, for example, by exploring different cultures.  Children have a good understanding of how to play safely and the childminder gives clear explanations and guidance to help support their awareness further.

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This provision is good

 The childminder has worked hard to improve her setting. This is having a positive impact on outcomes for children.

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It is not yet outstanding because:

 On occasion, the childminder does not always organise resources in a way that supports younger children to make choices about what they would like to explore.  The childminder does not always make full use of opportunities to support children's exploration of technology and how things work.

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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

 build on the organisation of resources so that all children can make choices about what they would like to play with  provide more opportunities for children to explore technology.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interaction with them.  The inspector sampled a range of documents, including risk assessments, policies and the children's files.  The inspector spoke with the childminder and the children at convenient times, and discussed the childminder's self-evaluation.  The inspector viewed the areas of the childminder's home used by children.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps her knowledge up to date and has a good understanding of her responsibility to support children's welfare. She completes regular child protection training and knows who to contact if she has a concern. The childminder regularly assesses her home for potential risks to help ensure children can play safely. She continues to develop and refresh her practice, such as through her strong links with the local authority where she accesses training and new information. She uses this very well in her setting, for example, she has used new knowledge to help her plan activities to support children's learning further. The childminder reviews and shares the children's progress and her policies with parents to help keep them informed of her working practices and how to support their children at home.

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Quality of teaching, learning and assessment is good

The childminder provides a stimulating play environment with a good range of quality resources. Her planned activities interest children and motivate them to join in. For example, when exploring puzzles chosen by the children, the childminder introduced a book with similar images. This prompted the children to want to explore reading and discuss the images in the book and the puzzles. The childminder effectively helps children to think and to solve problems, for example, showing them how to manipulate puzzle pieces so they fit together. Children share experiences and cultures willingly; they know that everyone is different and enjoy finding out about differences in lifestyles. Children sing songs in many different languages, such as Hindi, Spanish and Portuguese. They learn dance moves and meanings for songs and talk about different foods and clothing.

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Personal development, behaviour and welfare are good

Children show happiness in the setting. They operate with confidence and are very secure in the childminder's care and engage themselves in their chosen activities. Children show that they are ready for moving on to larger settings and they complete tasks, such as getting shoes and putting on sun hats independently to play in the garden. Children show good social skills and lots of kindness. The childminder encourages positive behaviour with great success. For example, children receive praise and rewards whenever they complete activities well or show kindness to their friends.

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Outcomes for children are good

Children are inquisitive learners and they play and explore confidently. Children name colours and shapes and can link them to other objects. For example, children state that the sun is 'yellow' and 'round' and compare it to the fruit in the basket. Children concentrate well, and they maintain and focus their attention for extended periods of time. Children are well prepared for the next stage in their learning.

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Setting details

Unique reference number 109905 Local authority Bexley Inspection number 1054634 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder registered in 1992. She lives in Welling, in the London Borough of Bexley. The childminder has a childminding qualification. The setting is open from 8am to 5pm, Monday to Friday, all year round.

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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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