Childminder EY443144

Inspection date

Previous inspection date 13 October 2016 20 September 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 has a secure understanding of the early years foundation stage. She uses her training and experience to deliver a good-quality provision.  The childminder provides children with a wide variety of toys and resources to keep them engaged and motivated. For example, children had fun developing their imagination as they played with dolls and pretended to take them for walks.  Children make good gains in their communication and language skills. For example, the childminder encourages children to talk and to listen to stories that interest them.  Children benefit from effective settling-in procedures. For example, the childminder arranges home visits to build trusting relationships with children and their families. This supports children's welfare and emotional well-being successfully.  Partnerships with parents are effective. The childminder works closely with parents to help children make good progress in their learning and development.

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It is not yet outstanding because:

 The childminder has not fully considered all ways to encourage children to develop their early literacy skills.  The childminder misses opportunities to encourage children to help look after their learning environment.

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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

 develop more opportunities for children to practise their early writing and literacy skills  encourage children to develop more responsibility for helping to care for their environment.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children, and spoke with the childminder and interacted with children at appropriate times.  The inspector looked at children's assessment records, planning documentation and a selection of policies including safeguarding procedures.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector spoke to parents and read written feedback from them.  The inspector read the childminder's self-evaluation document and examined how she evaluates her provision, and targets areas for improvement.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of how to report safeguarding concerns to relevant agencies. She supervises children well and obtains permissions from parents to support their safety. The childminder makes good use of the self-evaluation process to identify strengths and areas for improvement. For example, she has introduced more resources to support children's pretend play. The childminder reads relevant publications and shares ideas and resources with other professionals, to keep up to date with changes and new guidelines in early years. For example, following discussions with other childminders, she revised her policies to support children's health and well- being even better.

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Quality of teaching, learning and assessment is good

The childminder observes and monitors children's development accurately, to help identify next steps. She makes good use of the information gained to fully understand each child's needs and preferred way of learning. For example, she gives younger children plenty of time to settle before engaging them in adult-led activities. This builds their self-esteem and confidence. The childminder supports children's early mathematical skills successfully. For example, she encourages them to count and match numbers, using play cards. Children have lots of fun talking about numbers that are significant to them. The childminder uses a variety of resources, such as glitter, coins and pasta, to make sensory bottles. She asks children interesting questions, for example, about the sounds the bottles make to extend their imagination, thinking and language skills.

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Personal development, behaviour and welfare are good

The childminder teaches children to behave well, for example modelling sharing and turn taking. She skilfully makes children feel good about themselves, for example, through smiles and praises. Children respond positively to this and are motivated to learn. The childminder supports hygiene practices well. For example, she ensures children wash their hands before meal times and after toileting. The childminder gives clear messages to children about the importance of a healthy lifestyle. For example, she provides fresh fruits as part of a healthy diet and ensures children drink water. Children enjoy walks in the local community, developing their physical skills and understanding of the world.

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Outcomes for children are good

Overall, children are happy and settled. They explore new experiences and resources with increasing confidence. For example, children concentrate for good periods while playing with toy dinosaurs in a tray of soil and dry leaves. Children learn some self-care skills. For example, at the lunch table, they make their own sandwiches and serve themselves. Children gain skills to prepare them well for their future learning.

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Setting details

Unique reference number EY443144 Local authority Richmond upon Thames Inspection number 1059174 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 20 September 2012

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Telephone number

The childminder registered in 2012. She lives in the London Borough of Richmond-upon- Thames. The childminder works during term time only from 7am to 6pm on Monday to Thursday. She holds a relevant early years qualification at level 4.

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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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