Childminder EY257866

Inspection date

Previous inspection date 3 November 2016 15 April 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 gathers the views of parents and other professionals and successfully evaluates her practice. For example, she has made several changes to her practice and met all actions and recommendations raised at her last inspection. This has helped improved children's outcomes.  Children make good progress from their starting points. The childminder makes effective use of observation to monitor children's progress and identify gaps in learning. She plans relevant activities to close any learning gaps swiftly.  The childminder supervises children well and risk assesses her play areas effectively to help children play in safe learning environments.  The childminder works closely with parents to help provide a consistent approach in meeting children's individual needs. For example, she regularly shares information about the progress children make and provides ideas to support home learning.  Children feel happy and safe in the learning environment. The childminder forms secure

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This provision is good

bonds with children and these help to develop their emotional well-being.

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It is not yet outstanding because:

 The childminder does not provide extensive opportunities for younger children to engage in sensory play to help stimulate their curiosity further.  Occasionally, the childminder does not organise and set up the play area well to help children make choices and follow their interests.

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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

 increase opportunities for younger children to explore sensory resources in their play to help stimulate their curiosity  revise the organisation of resources in the play area to help children make choices in their play and extend their interest.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children throughout the inspection.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector viewed documentation, including children's records, policies and procedures.  The inspector discussed how the childminder decides which areas of her service would benefit from improvement.  The inspector viewed all play areas in the property.

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Effectiveness of the leadership and management is good

The childminder analyses how best to improve the quality of teaching in the setting to ensure that all children make the best progress in their learning. For example, she now interacts well with the children and tracks their progress effectively. Safeguarding is effective. The childminder has a secure knowledge and understanding of child protection procedures and knows how to report any concerns regarding children's welfare. She can easily identify any children who may be at risk of harm from extreme behaviours and views. The childminder consistently researches online and networks with other professionals to help keep her skills and knowledge up to date.

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Quality of teaching, learning and assessment is good

The childminder is aware of children's starting points for learning. She initially obtains information from parents about what their children know and can do. The childminder's effective ongoing observations and assessments lead to planning for future learning that is based on a secure knowledge of each child. The childminder is skilled at supporting children to acquire good communication and language skills. For example, during a reading activity, the childminder asked relevant questions and repeated words to support younger children's emerging language. This helped children to remain engaged for an extended period of time. The childminder encourages children's mathematical skills successfully. For example, she counts and identifies colours with them.

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Personal development, behaviour and welfare are good

Children settle well and explore their surroundings with confidence. The childminder is a good role model and encourages children to behave well. She offers plenty of praise throughout the day, for example, when children finish an activity and learn something new. This helps to develop children's self-esteem and motivates them to learn. Children have good opportunities to develop their large muscle skills. For example, they enjoy daily trips to playgroups and parks where they use different climbing equipment. Children have healthy snacks and meals, and the childminder uses these to discuss the importance of good health and well-being.

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Outcomes for children are good

Children acquire the skills needed for their next stage of learning. For example, young children listen well to instructions and begin to develop good independence skills. Children are creative and very imaginative. For example, they role play how to care for babies. They love books and begin to join words to make sentences. Children are well prepared for future learning, including starting school.

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Setting details

Unique reference number EY257866 Local authority Greenwich Inspection number 1058649 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 5 Number of children on roll 1

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Name of registered person

Date of previous inspection 15 April 2015

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Telephone number

The childminder registered in 2003. She lives in Kidbrooke, in the London Borough of Greenwich. The childminder works Monday to Friday, all year round.

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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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