Childminder EY481827

Inspection date

Previous inspection date 9 August 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children are happy and secure. They form strong emotional bonds with the childminder who is sensitive to their individual needs.  Children make good progress from their starting points. The childminder supports children who are learning to speak English as an additional language. For example, she talks to children while they play and encourages them to repeat words in English, which helps support their communication and language skills, in readiness to start school.  Children behave very well and respond positively to instructions. The childminder is a good role model and supports children to share, take turns and form friendships.  Children's safety is given high priority. The childminder supervises them closely and carries out daily safety checks of her home and garden to reduce any hazards.  The childminder monitors and evaluates her provision well. She uses this process effectively to identify and address areas for further development.

p.1

It is not yet outstanding because:

 The childminder is not always successful in encouraging parents to share information about their children's learning at home, to increase continuity in children's development.  The childminder has not yet considered all opportunities for an ongoing and targeted programme of professional development, to enhance further the good quality of teaching.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 encourage parents to share more information about what children are learning at home  build further opportunities for professional development, to raise the quality of teaching to an even higher level.

p.2

Inspection activities

 The inspector viewed all areas used by the children.  The inspector held discussions with the childminder at appropriate times throughout the inspection.  The inspector observed the childminder interacting with the children.  The inspector viewed documentation, including the childminder's policies, procedures and suitability checks.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge and understanding of child protection procedures and knows how to report any concerns about a child's welfare. The childminder implements a range of policies and procedures, which she uses to underpin her daily practice, so children feel safe and secure. She has a clear understanding of the procedure to follow should an allegation be made against herself or a household member. Children learn how to keep themselves safe. For example, they are reminded about safety in the kitchen and practise road safety routines when on outings. The childminder knows children's individual abilities and tracks their progress well. This helps her to identify and close any gaps in children's development.

p.3

Quality of teaching, learning and assessment is good

The childminder uses her observations effectively to identify children's next steps in learning. She plans a stimulating range of experiences to help children progress in all areas. Children are active learners who are encouraged to extend their skills. For example, they develop good eye-to-hand coordination, while they learn to print with sponges and create models with dough. The childminder is skilled at supporting children to acquire good mathematical skills. For example, while children explore with different materials during a craft activity, she uses this opportunity to encourage children to count and recognise different colours.

p.3

Personal development, behaviour and welfare are good

The childminder provides children with a safe and welcoming environment. Children are eager to move around independently, choosing the toys they want to play with. The childminder provides children with opportunities to develop their social skills and gain confidence with other groups of children. For example, she takes them on a range of outings and visits to playgroups to mix with other children. The childminder supports children's understanding of healthy lifestyles well. Children enjoy access to the garden and regular outings, for example, to support their physical well-being. Children benefit from a range of home-cooked meals and healthy snacks. They have good opportunities to learn about each other's cultures and to show respect for others. For example, they learn about other spoken languages and celebrate cultural festivals.

p.3

Outcomes for children are good

Children make good progress and develop skills they need for their next stage in learning and eventual move on to school. They are confident and enjoy imaginative play. For example, during role play children pretend to be doctors, where they care for each other and act out real-life experiences. Children are enthusiastic in their play and become deeply involved in the activities.

p.3

Setting details

Unique reference number EY481827 Local authority Bexley Inspection number 994046 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 4 Number of children on roll 1

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in Crayford, Kent. The childminder provides care on Monday to Friday and operates her service for most of the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5