Childminder EY481909

Inspection date

Previous inspection date 20 September 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 make good progress from their starting points. They clearly enjoy learning through the interesting experiences that the childminder provides.  Children benefit from warm, caring relationships with the childminder. They are comfortable and move confidently around the indoor and outdoor play areas. Children develop good social skills and learn how to be kind and polite to each other.  The childminder works closely with parents to support children's health and well-being. This helps him ensure that their individual care needs are met well. Behaviour is good.  Children are safe and secure in the childminder's care. For example, he uses continual and effective risk assessment to ensure that all areas of the setting and all outings are suitable for children's play.  The child minder makes good use of self-evaluation to monitor his work with children. For instance, he provides regular questionnaires for parents to help him identify areas

p.1

It is not yet outstanding because:

 The childminder does not fully encourage children to learn about peoples' differences and similarities.  Children are not routinely encouraged to hear or speak in their home language as they play and learn.

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

 build on children's understanding and awareness of peoples' differences and similarities  improve on the opportunities for the use of home languages in children's play and learning to support their early communication and language development even more.

p.2

Inspection activities

 The inspector spoke to the childminder to check his understanding of the requirements of the early years foundation stage framework.  The inspector observed the childminder's interactions with the children and completed a joint observation of an activity.  The inspector toured the areas of the premises that children use.  The inspector looked at children's records, planning information and a range of documentation, including policies and procedures.  The inspector read parents' written comments to gather their views.

p.2

Effectiveness of the leadership and management is good

The childminder places a strong emphasis on professional development and regularly extends his knowledge and skills, for example through training. Safeguarding is effective. The childminder has a secure, up-to-date understanding of how to recognise and respond to concerns about children's welfare. Self-evaluation process are effective and impact on the good quality of the childminder's practice. The childminder values the views of children and parents. Overall, the childminder effectively monitors the progress children make to identify learning gaps and helps them catch up with their peers. He works well with other early years professionals to support children's development.

p.3

Quality of teaching, learning and assessment is good

The childminder provides engaging, well-planned activities that support children's interests. This helps children develop motivation, and are keen to explore and try new things. For example, children use the wide range of well-organised, developmentally appropriate resources independently. The childminder ensures younger children can use their ideas. For example, they experiment throwing and rolling balls in the garden. The childminder listens carefully and values children's comments. For instance, he encouraged them to share their thoughts and ideas about where the feather has come from that they found. Children's early mathematical understanding is developing well. For example, the childminder weaves counting into young children's play and they talk about size.

p.3

Personal development, behaviour and welfare are good

The childminder's very welcoming playroom provides easy access to lots of stimulating and interesting resources. Children settle well and develop good personal independence, which helps ensure that they are ready for the next stage in their learning. . The childminder teaches children well about the importance of a healthy lifestyle. For example, he ensures they have well-balanced meals and snacks, and learn good hygiene routines. Children have daily opportunities to be active and engage in physical play. For instance, they use the garden to kick balls and learn to ride the scooters. The childminder carefully teaches children how to manage their own safety. For example, they are given gentle reminders on how to move safely around the playroom.

p.3

Outcomes for children are good

Children make good progress and gain the essential skills they need in readiness for the move to pre-school and school. They are working within the range of development typical for their age. They are happy and eager to engage in the activities provided. Young children with English as an additional language begin to use new words and learn how to say them correctly.

p.3

Setting details

Unique reference number EY481909 Local authority Hounslow Inspection number 995645 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. He lives in Hounslow, London. The childminder works Monday to Friday from 8am to 7.30pm, for most of the year. He holds a relevant childcare qualification at level 3. The childminder works with another childminder.

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