Childminder EY482815

Inspection date

Previous inspection date 13 September 2016 Not applicable

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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 provides good learning experiences for children. Children spend their time in purposeful and age-appropriate activities. She plans activities and experiences that match their interests and stages of development.  Children are happy, confident and secure in this homely, caring and welcoming environment. They behave well and develop positive relationships with the childminder and the other children.  The childminder is skilful at supporting children's communication and language skills. For example, she talks clearly, listens carefully to children and uses questions to engage them in conversation. Children make good progress, in relation to their starting points.  The childminder demonstrates a strong commitment to continuous improvement. She recognises the benefits of professional development. For example, she uses knowledge gained from a child development course to support early writing in her setting.

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It is not yet outstanding because:

 The childminder does not engage parents as well as possible in the information gathering process about their children's initial stages of development when they first start attending.  Children have limited opportunities to engage in activities and experiences that reflect their individual background and heritage.

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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

 give parents every opportunity to share full information about their children's learning from home when they start  increase opportunities for children to learn about the similarities and differences between themselves and others.

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Inspection activities

 The inspector spoke to the childminder and the children at appropriate times during the inspection.  The inspector observed the childminder's interactions with the children.  The inspector sampled a range of documentation, including policies and procedures, and children's records.  The inspector conducted a tour of the premises used for childminding purposes.  The inspector viewed, and took into account, written feedback from parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is proactive in keeping up to date with current child protection issues. She knows what action she must take if she has a concern about a child's welfare. The childminder develops good working relationships with other settings where children attend. She gathers relevant information to support children's care and learning needs to enable consistency across the settings. The childminder evaluates her practice to help her to identify areas for development. She also seeks the views of the parents, for example, through questionnaires. Parents are very complimentary about the childminder's ability to teach and care for their children. They state that the communication is excellent and that their children complete superb art and craft activities.

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Quality of teaching, learning and assessment is good

The childminder accurately assesses children's progress, including completing the progress check for children aged between two and three years. She uses this information well to identify gaps in their development and plans appropriate next steps for their future learning. She asks parents to contribute to the ongoing assessment process by asking them to share the learning from home, to encourage consistency in children's learning across the settings. Children enjoy creative activities and learn to express their ideas and thoughts. For example, they use chalks on the outdoor chalk board and use colourful dough to make models. Children are encouraged to develop an understanding of mathematical concepts. For instance, when they use puzzles the childminder helps them to find out where the pieces fit.

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Personal development, behaviour and welfare are good

The childminder forms secure emotional attachments with the children. She supports their confidence and well-being effectively. Children enjoy nutritious home-cooked meals and snacks. The childminder supports children's understanding of being heathy. Children have opportunities to develop an understanding of the natural world. For example, they plant and harvest fruits and vegetables in the garden. Children enjoy physical activities, for instance, they have regular opportunities to visit local parks and use the childminder's garden. Children access large fixed equipment, such as slides, and enjoy taking risks within a safe environment; for example, by going down the slide head first.

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Outcomes for children are good

Children gain good skills for their future learning and in readiness for school. They take responsibility for their own personal care needs and manage these independently. For example, they develop their imaginary play abilities and independence as they choose clothes in the dressing-up box to dress up and transform into fairies and princesses.

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Setting details

Unique reference number EY482815 Local authority Kingston upon Thames Inspection number 994717 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 4 Number of children on roll 5

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in New Malden, in Surrey. The childminder offers her service from Monday to Thursday, 7.30am to 6pm, all year round. The childminder also provides afterschool care on Friday afternoons, term time only.

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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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