Davis, Sandra Elizabeth

Inspection date

Previous inspection date 27 October 2016 11 February 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 uses the views of children, parents and other professionals to help her evaluate her service well. This enables her develop the quality of her provision and provide better outcomes for children.  The childminder successfully builds children's literacy skills. For example, she provides books with words and pictures to help younger children see that print carries meaning.  Children are happy, confident and enjoy their time with the childminder. They make good progress and are ready for their next stage in development.  The childminder uses the information from her assessments well to plan activities that help to support children's learning.  Children learn to keep themselves safe. For example, the childminder practises regular emergency procedures with them.  The childminder provides regular opportunities to involve parents in their children's learning. For instance, they have daily discussions, and share daily diaries and texts.

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This provision is good

This helps parents to continue their children's learning at home.

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It is not yet outstanding because:

 The childminder does not form highly successful partnerships with other settings that children attend to support their individual needs further.  The childminder does not consistently offer younger children opportunities to explore a wide range of natural resources and materials during their 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

 build on existing partnerships with other settings that children attend to fully meet their individual needs  increase opportunities for children to experience a wider range of natural materials and textures.

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Inspection activities

 The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector observed the quality of teaching and the impact this has on children's learning and development.  The inspector viewed all the premises used for childminding.  The inspector held discussions with the childminder at appropriate times throughout the inspection.  The inspector spoke to children.

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Effectiveness of the leadership and management is good

The childminder monitors children's progress well. For example, she uses guidance documents to help her identify any gaps in development early and provide the necessary support. Safeguarding is effective. The childminder has a secure understanding of the signs that would cause her concern about a child's welfare and the processes to follow. She improves her knowledge and skills. For example, she has completed specialist training to make sure she knows how to support vulnerable families. This helps her identify any children who may be at risk of harm from extreme behaviours and views. The childminder completes regular risk assessments of her environment, which helps to identify and minimise any hazards.

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Quality of teaching, learning and assessment is good

The childminder successfully supports children's learning and development. She builds their communication and language skills well. For example, repeating babies' first words and introducing new vocabulary such as 'car' and 'drum'. The childminder follows children's lead in play and adapts activities to suit their emerging interests. For example, she encourages younger children to separate bricks stuck together instead of building towers. This helps to keep their motivation and interest in their learning. The childminder adapts activities to suit children's individual age and stage of development. For instance, she sensitively supports babies to hold fishing rods during games, while older children play the game independently. The childminder asks basic questions to help younger children think for themselves, such as 'what's that?' This helps to take their learning further.

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Personal development, behaviour and welfare are good

The childminder is responsive to children's individual needs. For example, she provides babies with a quiet area to sleep in, when needed. This helps support their emotional well- being. The childminder encourages children's understanding of healthy lifestyles. For instance, she offers nutritious food and daily opportunities for them to be physically active. The childminder provides clear guidance to help children manage their behaviour such as encouraging them to share and take turns. She builds their understanding of the world around them and their social skills. For example, they visit local parks and groups.

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Outcomes for children are good

Children make progress that is relevant for their age and gain the skills they need for their future learning. They build their physical development, for example younger children take their first steps and start to hold a bottle. Children successfully develop their listening and attention skills. For example, they move their bodies to the sound of music. Children are confident, independent and have good levels of self-esteem.

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Setting details

Unique reference number 115537 Local authority Bexley Inspection number 1061245 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 11 February 2013

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Telephone number

The childminder registered in 1995 and lives in the London Borough of Bexley. She offers care on Monday to Friday from 7.30am to 6.30pm, throughout the year.

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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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