Childminder EY394499

Inspection date

Previous inspection date 14 November 2016 4 September 2014

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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 completes detailed observations and assessments of children's progress which helps her to plan precise next steps in their learning. Children make good progress from their starting points.  Children develop their hand-to-eye coordination. For example, they learn to use tongs to pick up and transfer objects. This helps them build on their physical skills.  Children learn to identify risks. For example, they state the spaghetti is spiky and can be dangerous. They learn to keep themselves safe from harm. For example, they learn about road safety and understand that they have to watch out for cars and vehicles when they go on outings.  Self-evaluation is effective. The childminder develops clear targets for improvement and continuous development. This helps her maintain good standards in children's care and learning. She has successfully improved on previous performance. For example, she has

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This provision is good

improved the procedures for administering medication to children.

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It is not yet outstanding because:

 The childminder misses some opportunities to help enable children to freely choose from the wide range of resources and activities.  The childminder does not explore further ways to support children's understanding of similarities and differences in others.

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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

 continue to develop further opportunities for children to choose from the wider range of resources and activities  increase opportunities for children to learn about people's similarities and differences.

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Inspection activities

 The inspector observed children and their interactions with the childminder.  The inspector viewed a sample of documents including children's learning records.  The inspector took account of the views of parents and children.  The inspector held discussions with the childminder when appropriate.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder ensures children's safety and understands how to report concerns for children's welfare. She has revised her policies and procedures to include changes to guidelines and keeps parents informed of the procedures she would follow in line with the requirements. The childminder monitors the progress of individual children and shares information effectively with parents to help identify and address concerns in their learning. For example, she supports a shared approach and values professional advice, should children need additional help and support. She shares her training knowledge and skills with parents. For instance, she shares ideas with them to help support children's communication and language development. This helps enable parents to continue children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder engages children in preparing for activities, which helps stimulate their keenness to join in. For example, children excitedly empty pasta packets onto a tray in preparation for their play. She helps children learn to differentiate colours, for example they learn to load a truck with orange pasta. She introduces them to mathematical language, such as 'heavy' and 'light', for instance when they learn to weigh pasta on a balancing scale. The childminder models language to help children learn to extend on their ideas. For example, children look through a tube and say it is like a 'pirate thing' and she describes it is like a telescope. This helps build on children's vocabulary. She encourages children to talk about experiences that are of personal importance to them such as what they did on the weekend. This helps support their communication skills.

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Personal development, behaviour and welfare are good

Children form secure attachments with the childminder, which helps support their emotional well-being. They behave well and benefit from positive interactions with her. For example, she encourages them to tidy up after play, which helps build on their understanding of routines and doing tasks themselves. They respond well to her praise and encouragement, which helps build on their positive self-esteem and confidence. Children enjoy regular opportunities to exercise, for example, on visits to local amenities and play parks. This contributes effectively to their health and well-being.

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Outcomes for children are good

Children display a keen interest to explore wheeled toys. They develop their imagination, for example, as they use play diggers and scoops to transport objects. They learn to use everyday language related to time. For example, they state they have to wait five minutes for the pasta to cool. Children develop skills that help support their move on to their next stage in learning including school.

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Setting details

Unique reference number EY394499 Local authority Croydon Inspection number 1049219 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 5 Number of children on roll 4

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Name of registered person

Date of previous inspection 4 September 2014

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Telephone number

The childminder registered in 2009. She lives in Forestdale, Croydon. She provides childcare all day on weekdays for most of the year. She holds a level 3 qualification in childcare.

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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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