Childminder EY386127

Inspection date

Previous inspection date 26 September 2016 9 October 2012

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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 builds very good relationships with parents. She offers support and advice to help them meet the changing needs of their children. Parents actively contribute to their children's learning to help build on continuity.  Children are happy and confident learners. The childminder listens attentively to what children have to say, helping establish positive relationships and valuing the uniqueness of each child.  The childminder plans a variety of interesting activities and experiences for children, based on their ages and needs. Children make good progress in their learning and development from their starting points. This helps to prepare them well for their next stage of learning.  Children behave very well. The childminder gives clear rules and expectations for behaviour. She teaches children to share and instils positive values in them.  The childminder makes good use of risk assessments to effectively identify potential

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This provision is good

hazards. She promptly addresses these to help keep children safe.

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It is not yet outstanding because:

 The childminder does not organise the play area well enough to encourage children to choose their play to extend their interests.  Children do not have extensive opportunities to develop the awareness that print carries meaning, to help build on their early reading skills.

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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

 review and improve the organisation of resources to enable children to make choices in their play and extend their interests  provide more opportunities for children to understand that print carries meaning to help build on their early reading skills.

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Inspection activities

 The inspector viewed all areas in the property used by the children.  The inspector observed interactions between the childminder and children.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector viewed a range of documentation, including suitability records, children's learning records, policies and procedures.  The inspector discussed how the childminder uses self-evaluation to develop her practice.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her role in protecting children should any welfare concerns arise. She has detailed safeguarding polices in place and shares these with parents and her assistant. The childminder completes regular safeguarding training to help her identify any children who may be at risk of harm from extreme views. She monitors the work of her assistant to ensure that children's needs are fully met. The childminder tracks children's learning well to check if they are making good progress and quickly address any gaps in their development. She works closely with other early years settings that children attend to provide consistency in care and learning. The childminder gains the views of parents and other professionals to target improvements.

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Quality of teaching, learning and assessment is good

The childminder provides a good range of learning experiences that sustains children's engagement and motivates them to learn. For example, children engaged for extended periods during a creative activity. The childminder interacts well with children and asks relevant questions to encourage their communication and language skills. For example, she positions herself well when talking to children, gives eye contact and repeats instructions to help them understand. This helps younger children to remain focused and eager to learn. The childminder supports children to acquire good mathematical skills. For example, she regularly counts with the children and discusses colours, shapes and sizes.

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Personal development, behaviour and welfare are good

Children settle well and develop strong relationships with the childminder. She provides lots of praise and encouragement throughout the day, for example, when they finish an activity and contribute to discussions. This helps to develop good levels of children's self- esteem and confidence. The childminder offers many opportunities to help children adopt healthy lifestyles. For example, she provides nutritious foods and encourages them to explore in her garden, helping support their physical skills. The childminder also uses these opportunities to talk to the children about the importance of maintaining healthy bodies.

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Outcomes for children are good

Children develop good engagement and concentration skills. For example, young children are able to sit and decorate their pictures for a long period. They show a high level of confidence when gluing the different materials together. Children are polite and have good social skills. They have good coordination and their pencil control is developing well. For example, young children make attempts to write their names on their piece of work. They gain useful skills needed for their next stage of learning, including starting school.

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Setting details

Unique reference number EY386127 Local authority Lewisham Inspection number 1058887 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 5 Number of children on roll 1

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Name of registered person

Date of previous inspection 9 October 2012

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Telephone number

The childminder registered in 2009. She lives in Downham in the London Borough of Lewisham. She provides care from Monday to Friday, all year round. The childminder works with an assistant.

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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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