Tracy Margaret McBirney

Inspection date

Previous inspection date 4 November 2016 30 September 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 has a secure understanding of the early years foundation stage. She makes learning fun and considers children's differing interests and needs carefully. Children make good developmental progress from their starting points.  Children develop their communication and language skills well. For example, the childminder uses effective strategies such as speaking clearly and modelling very good use of language during play.  Children are settled. They have built a secure and trusting relationship with the childminder, who is kind and gentle to them. This supports their emotional well-being.  Partnerships with other professionals are successful. For example, the childminder makes a good effort to share information with teachers from other settings children attend. Children benefit from the consistent approach in their education and care.  The childminder supervises children carefully, while providing them the time and

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This provision is good

freedom to thrive in their tasks. She risk assesses the environments effectively to help keep children safe.

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It is not yet outstanding because:

 Children do not have consistent opportunities to enrich their early writing and literacy skills.  Sometimes, the childminder misses opportunities to enable children to make decisions and express their ideas, thoughts and imaginations, to fully extend their learning.

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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  improve opportunities for children to think for themselves and develop their decision- making skills.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children, and spoke with the childminder and children at appropriate times.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector examined the childminder's policies and procedures including safeguarding and her first-aid certificate.  The inspector discussed the childminder's self-evaluation process and how she evaluates the setting to target areas for improvement.  The inspector read written questionnaires from parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder undertakes regular training, for example she has completed an advanced safeguarding course to increase her awareness of current child protection procedures. She is confident about making referrals if she has any concerns about a child in her care. The childminder thoroughly enjoys her work and shows a strong commitment to improving her knowledge and skills. She makes effective use of the self-evaluation process to evaluate what she does and to improve outcomes for children. For example, following the last inspection, she reflected on her outdoor provision, including the use of resources, to support children's all-round learning and development further.

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Quality of teaching, learning and assessment is good

The childminder makes effective use of the information gained from her precise observations and assessments of children's progress. For example, she engaged children in a messy activity of how to make firework pictures with citrus fruits, as part of the next steps in their learning. Children responded positively as the childminder talked to them about the different sounds that fireworks make and of how to keep themselves safe. The childminder is skilful at building on what children like and enjoy doing. For example, when the childminder noticed that children showed an interest in superheroes, she talked to them about spiders and the webs that spiders make, and engaged them in purposeful conversations to keep them highly motivated.

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Personal development, behaviour and welfare are good

Children's healthy lifestyles are supported well. They enjoy being physically active in the garden. For example, children learn how to throw and catch a ball, developing their coordination skills. The childminder supports children's social skills and understanding of the world well, for example, as she takes them to different groups to play with others. The childminder works closely with parents to support children's good behaviour such as discussing her rules and boundaries with them. She role models kindness and respect to help children understand what is expected of them. This builds children's self-esteem and confidence.

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Outcomes for children are good

Overall, children gain the skills they need for their future learning. For example, older children develop their mathematical and creative skills to complement their learning elsewhere. Younger children learn to do things for themselves, to support their independence skills. Children are happy and play well together. During outdoor play, for example, children had a wonderful time as they took turns crawling through the toy tunnel and celebrated each other's achievements.

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Setting details

Unique reference number EY459757 Local authority Richmond upon Thames Inspection number 1063365 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

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Name of registered person

Date of previous inspection 30 September 2013

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Telephone number

The childminder registered in 2013. She lives in the London Borough of Richmond-upon- Thames. The childminder works from 8am to 6pm on Monday to Friday, excluding bank holidays.

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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

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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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