Childminder 133280

Inspection date

Previous inspection date 2 August 2016 8 June 2016

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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 improved her setting significantly since the last inspection. She acts on the advice of others, such as early years professionals, which has helped her succeed in addressing all actions set then. The childminder has developed areas of her expertise, for example, through the support of her coordinator.  Children are safe, secure and behave well. The childminder forms positive relationships with them and supports their emotional well-being effectively. Children confidently choose the activities they want to play with and develop their independence.  The childminder has improved her assessment procedures. She gets to know the children she cares for well. For example, she makes observations of their development and plans suitable activities to extend their learning. Children make good progress, given what they know when they start.  The childminder acts as a good example of how to treat others. For example, she

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This provision is good

teaches children to say 'please' and 'thank you' and encourages good manners. She shares her expectations with children to help them understand what is right and wrong.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to keep fully up to date with relevant changes to childcare legislation.  At times, the childminder misses opportunities to extend further children's early literacy and mathematical development.

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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

 explore further ways to develop the childminder's professional knowledge, including changes in relevant legislation  provide children with more help to develop their early literacy and mathematics skills, in preparation for their move to school.

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Inspection activities

 The inspector observed the interactions between the childminder and the children.  The inspector held discussions with the childminder about how she reflects on the quality of her service.  The inspector looked at a range of documentation, including safety risk assessments, children's attendance and assessment records.  The inspector viewed parts of the premises used for childminding.  The inspector considered the views of parents spoken to during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder implements effective policies and procedures to protect children from harm. She knows how to recognise and report any signs that may indicate a child being at risk. The childminder recognises her strengths and has improved her setting significantly. For example, she seeks the views of others, such as her coordinator, to help her reflect on her practice and make changes as needed. She has developed her knowledge of how to complete progress checks for children aged between two and three years. The childminder seeks some opportunities to improve her knowledge. For example, she updates her paediatric first aid training to ensure the welfare of children in her care. She understands that some areas of her knowledge could be updated. The childminder is beginning to make links with other settings, such as playgroups, to get ideas and help improve children's outcomes further.

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Quality of teaching, learning and assessment is good

Children are motivated to learn in a welcoming environment. The childminder takes account of children's interests to help engage them. She encourages them to play with new resources, such as toy bricks, while showing them how they can be used. The childminder extends children's learning in all areas generally well. She provides some opportunities to develop their mathematical and literacy skills. For example, when she reads a book, she encourages children to count the objects on the page, while teaching them to count correctly. However, she recognises that these opportunities could be used more effectively. The childminder has improved the way she works with parents. She implements regular review meetings with them to help ensure a continuous approach to meeting children's needs.

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Personal development, behaviour and welfare are good

The childminder provides opportunities for children to develop their self-care skills. Children independently wash their hands and put their belongings away upon arrival to the setting. Children learn about healthy lifestyles, including the benefits of eating balanced, nutritious meals, and they have opportunities to be active. The childminder implements effective safety procedures, including regular risk assessments, to ensure children's welfare.

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Outcomes for children are good

Children develop the skills needed in preparation for school and future learning. They develop good physical skills. For example, they use resources carefully to build and create. Children have opportunities to share their ideas, for example, while talking about what they have made with bricks, and they develop their language skills. Children learn to play confidently with others, such as with the childminder, and develop secure social skills.

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Setting details

Unique reference number 133280 Local authority Islington Inspection number 1054335 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 7 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 1994. She lives in the London Borough of Islington. The childminder operates her service from Monday to Friday, 8.30am to 6pm, 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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