Childminder EY277990

Inspection date

Previous inspection date 20 September 2016 5 January 2016

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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 plans a wide range of activities with his co-childminder that challenges and engages children's interests. Children make consistently good progress in their learning and development from their starting points.  The childminder engages older children well and uses questions that help them to think, encourage problem solving and extend their learning.  The childminder is very skilled at helping children to learn how to challenge discrimination, for example through stories, and to recognise and respect the similarities and differences in one another.  Children's language and communication development is particularly strong. The childminder interacts enthusiastically and sensitively with children, speaking clearly, and introducing new vocabulary. Children are confident communicators.

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It is not yet outstanding because:

 The childminder does not build on his good knowledge of child development to help plan more precisely for younger children's abilities to extend their learning.  The childminder does not involve parents and children to contribute to the evaluation of his practice to identify areas for development fully.

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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

 enhance the understanding of children's development to help tailor planning even more precisely, particularly for the younger children  extend the strong partnerships with parents by encouraging them to participate in the evaluation process to help build on outcomes for children.

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Inspection activities

 The inspector observed children's play and learning indoors and outside.  The inspector sampled a range of documentation, including safeguarding policies and children's online developmental records.  The inspector spoke to the childminder, his co-childminder, and children at appropriate times throughout the inspection.  The inspector discussed the childminder's self-evaluation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands how to keep children safe. He has a good knowledge of local procedures and understands what to do if he is concerned about a child's welfare. The childminder has established good relationships with parents and keeps them informed about their child's learning and welfare. The childminder seeks information from parents and others involved in children's development. He uses this shared approach to help build on children's learning effectively. The childminder has evaluated his practice with his co-childminder and made improvements since the last inspection. For example, he has researched information which has helped to enhance his knowledge of how to protect children's welfare, and has improved teaching to help develop children's communication effectively.

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Quality of teaching, learning and assessment is good

The childminder helps all children to communicate confidently. He consistently supports children to talk with sensitive interactions. For example, the childminder asks children questions during activities that help them think and develop their ideas. The childminder observes children in their play to track their progress. He considers how to move them forward in their learning, taking into account each child's interests. The childminder supports children's early reading. For example, he reads and brings the stories alive for the children. The childminder teaches children skills that help them prepare for school. For example, he helps children to count and to recognise and write their name.

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Personal development, behaviour and welfare are good

Children form close, secure relationships with the childminder and they are very happy in his care. They settle and enjoy their time with the childminder. Children develop strong emotional well-being. They confidently go to the childminder for reassurance and cuddles. The childminder encourages children's independence. For example, children make choices about what they want to do and play with things that they enjoy. The childminder teaches children to share and take turns, and manages their behaviour well. The childminder helps children to learn about cultural diversity. For example, children are encouraged to learn about equality and to challenge stereotypes.

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Outcomes for children are good

Children express themselves with confidence and are eager to talk to adults and their friends. They are confident and independent. For example, they make choices in their play and manage many tasks for themselves. Children learn to use technology and enjoy exploring toys, such as pressing buttons to operate them. They learn to use a range of tools, for example, when working with wood. Children behave well and are emotionally ready for the next stage in their learning and the move to school.

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Setting details

Unique reference number EY277990 Local authority Richmond upon Thames Inspection number 1057657 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 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 5 January 2016

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Telephone number

The childminder registered in 1995. He operates from his home in Kew, Richmond upon Thames in Surrey. He works Monday to Friday from 7.30am to 6pm throughout the year with his co-childminder.

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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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