Childminder EY357858

Inspection date

Previous inspection date 31 October 2016 5 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 provides regular opportunities for children to build on their early mathematical skills. For example, she shares a book on shapes with the children and they learn that a bed, a pillow and a window are all rectangles.  The childminder is a good role model. She is gentle and calm in her interactions with children and guides them well to help them develop good social skills. They learn to take account of the needs of others. For example, older and younger children learn to readjust their positions during an activity so all of them can see a poster on the wall.  Children enjoy regular opportunities for physical exercise and the childminder provides them with healthy food. This supports children's awareness of healthy lifestyles and their health and well-being.  The childminder establishes close partnerships with parents, for example, she shares information with them on children's interests, which helps enable them to continue

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This provision is good

their children's learning at home. Parents state that their children have settled well and have grown in confidence. Children make good progress in their learning.

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It is not yet outstanding because:

 The childminder does not make best use of partnerships with other settings to support continuity in care further and to help plan more precisely for their ongoing learning.  The childminder misses some opportunities to help children build further on their thinking 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

 gather more detailed information from other early years settings children attend to further support continuity in children's care and to help plan more precisely for their learning  increase opportunities for children to develop their thinking skills further.

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Inspection activities

 The inspector observed children and their interactions with the childminder.  The inspector took account of the views of parents and children.  The inspector viewed the areas that the childminder uses for childminding.  The inspector viewed a sample of documents, including children's learning records.

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Effectiveness of the leadership and management is good

The childminder reflects well on her practice and she has made positive improvements to her provision since the previous inspection. For example, she has improved how she develops children's literacy skills and their mathematical development. The childminder tracks individual children's progress effectively to help identify areas in which they need further support. She attends appropriate training to help improve her skills in specific areas, such as supporting children's communication and language development further. This contributes to increasing outcomes for different groups of children. The childminder shares information effectively with local schools, which helps support continuity in children's learning when they go to school. Safeguarding is effective. The childminder knows how to report concerns for children's welfare and how to identify issues that indicate if children are exposed to extreme views.

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Quality of teaching, learning and assessment is good

The childminder creates opportunities for older and younger children to interact with each other; for instance, she sets up role play activities and they pretend to have dinner together. They develop their creativity, for example, they pretend to serve themselves food and pour their drink. The childminder supports children well to help them learn to make independent choices and follow their interests in play. For example, young children point to pictures of transport vehicles and she helps them learn to name them. This helps build on children's understanding of the world. Children learn to take age-appropriate responsibilities, for example, the childminder encourages them to help to tidy up in preparation for snack time. This supports them to build on their personal development.

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Personal development, behaviour and welfare are good

The childminder supports a smooth settling-in process for children and they build strong bonds with her. This helps build on their emotional well-being. Children learn to keep themselves safe from harm. For example, they learn why they need to slow down and take care when they use the steps in the garden. The childminder offers praise to acknowledge children's good behaviour. For example, she says 'good helping' when older children hand a towel to younger children so they can dry their hands. This contributes to developing their self-esteem and helps motivate positive interactions between them.

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Outcomes for children are good

Young children develop their creativity, for example, they load the play wheelbarrow with sand and they wheel it around in the garden. Older children learn to care for living things, for example, they water the plants in the garden. They learn to ask questions, which helps build on their communication skills. For example, they ask 'what does thirsty mean?' Children develop skills that help prepare them for future learning.

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Setting details

Unique reference number EY357858 Local authority Croydon Inspection number 1062071 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 5 February 2013

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Telephone number

The childminder registered in 2008. She provides childcare each weekday, for most of the year. The childminder holds a relevant early years qualification at level 3.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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