Childminder 138041

Inspection date

Previous inspection date 29 September 2016 19 March 2013

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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 supports children's well-being effectively, especially to help them settle. She focuses on children's individual interests and needs to encourage their engagement and enjoyment. Children are happy, well behaved and form strong emotional attachments to the childminder and her assistant.  The childminder works well with parents. She communicates closely with them about children's individual care and learning needs from the outset. She fully involves them in reviewing and planning for children's progress, providing children with good consistency between their home and her setting.  The childminder makes good use of self-evaluation to identify priorities for improving her practice. This has helped her to encourage children's positive behaviour.  The childminder plans a good range of first-hand experiences for children, for example, that help them learn about nature and various farm animals.

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This provision is good

 The childminder completes detailed observations and precise assessments of children to identify and target their next steps in learning. Children make good progress.

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It is not yet outstanding because:

 The childminder does not extend opportunities for younger children to explore, and experiment, to create and learn about shapes, and solve problems.  The childminder does not fully encourage and support younger children's spoken language in their activities and play.

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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

 extend opportunities for younger children to explore and experiment, to create and learn about shapes, and solve problems  encourage and support younger children's spoken language more.

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Inspection activities

 The inspector observed the childminder's interaction with the children indoors and outside.  The inspector sampled a range of documentation relating to safeguarding, children's progress and the self-evaluation process.  The inspector read written feedback from parents.  The inspector looked at the range of resources and equipment available for children's use.  The inspector held discussions with the childminder and assistant.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have a clear understanding of procedures to follow should they have any safeguarding concerns about children's welfare. The childminder carries out effective risk assessments of her premises and the different places she takes children to ensure they are safe. The childminder supports her assistant well to ensure they understand their role in protecting children and supporting their learning. She reflects on her and her assistant's practice and children's progress well, to identify and target gaps in their knowledge and skills. Training has helped the childminder to develop the learning environments indoors and outside, to extend children's experiences further. The childminder seeks and uses advice from other professionals to help her improve practice.

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Quality of teaching, learning and assessment is good

The childminder uses planning well for children's interests and learning. For example, she takes children to the library to learn about and enjoy books and storytelling. The childminder and her assistant interact well with the children. They ask questions that encourage children to think and respond. The childminder provides good opportunities for young children to engage in pretend play. She joins in their imaginative play, supporting their learning well, for example, to help them count out how many 'cakes' for the pretend tea party. The childminder supports children well to act out familiar roles and situations in their pretend play, helping them to make sense of their experiences.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming, well-resourced and safe environment. She consistently models good manners, for example saying 'please' and 'thank you', which children respond well to and copy. The childminder encourages and praises children well, helping to develop their self-esteem and confidence in their abilities. She provides good activities that help children understand about healthy lifestyles, such as planting and growing seeds in the garden, and encouraging children to be active at local parks and playgrounds. The childminder supports children well to learn respect and understanding about differences between people and communities. For example, she celebrates different religious and cultural festivals with them, such as Christmas, Diwali and Eid.

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Outcomes for children are good

Children gain important skills that prepare them well for moving on to the next stage of their learning, including starting pre-school. For example, babies learn to feed themselves and toddlers put on their shoes for outdoor play. Children benefit from visiting playgroups with the childminder and develop good social skills. Children are emotionally secure and develop good levels of independence.

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Setting details

Unique reference number 138041 Local authority Merton Inspection number 1061417 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 19 March 2013

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Telephone number

The childminder registered in 2012 and lives in Morden. She works each weekday during term time only. The childminder employs 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

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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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