Childminder EY421975

Inspection date

Previous inspection date 6 December 2016 23 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 stimulating variety of toys, equipment and resources for children to enjoy. They choose their own resources from the accessible storage.  The childminder knows each child very well and adapts her practice to suit their individual needs. For example, she engages younger children by using gestures and sounds, and extends vocabulary by adding words for older children.  The childminder helps prepare the children effectively for their move to school. Children are keen to learn and develop good levels of independence and confidence.  The childminder keeps her knowledge current, such as with regard to new legislation and practice changes, to help improve her teaching skills.  The childminder supports children to develop their self-esteem effectively. For example, she offers them cuddles, praises them and builds on their emotional well-being.  The childminder forms strong attachments to the children. They are keen to learn in a

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This provision is good

safe and welcoming environment where children are valued and respected.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to seek the views of parents and children to help her identify where she may develop her setting further.  The childminder has not fully considered how she can extend the literacy skills of those children who prefer to learn outdoors.

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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 to support the regular involvement of parents and children in contributing their views to help improve and develop the setting further  enhance the range of experiences that support children's recognition of letters and words, particularly for those children who prefer to learn outdoors.

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Inspection activities

 The inspector observed interactions between the childminder and children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector took parents' written views into account.  The inspector viewed the areas used by children.

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Effectiveness of the leadership and management is good

The childminder uses her observations well to plan for each child's next steps in learning and follows their interests. Children become motivated learners. The childminder reflects on her practice and monitors children's progress well. She identifies any gaps in learning and puts an effective plan in place to address these. The childminder works well with teachers at other settings children attend to support children's progress. For example, she shares assessments and children's next steps in learning. The childminder shares activities with parents to provide consistency in children's care and learning. For example, she shared a jelly-mould activity to help children use their senses in play and. Safeguarding is effective. The childminder is aware of what to look out for if she has a concern about a child's welfare and has clear procedures to follow.

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Quality of teaching, learning and assessment is good

The childminder encourages the good development of children's speech and language skills and extends their vocabulary effectively. For example, she introduces words such as 'stethoscope' during role play. Children learn about the importance of technology, such as through the use of remote controls and toys with buttons. The childminder effectively supports children's developing mathematical skills. Children learn how to count and are beginning to recognise shapes. For example, during a magnetic puzzle activity, children learnt to identify a 'hexagon'.

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Personal development, behaviour and welfare are good

The childminder is a good role model and children are well-behaved. The childminder encourages politeness and children learn to share and take turns. The childminder teaches children effectively about healthy eating, and children learn how to look after their teeth. The childminder teaches children about how to manage their own safety and how to identify potential hazards. For example, children learn that discarded toys may be a trip hazard and to put their toys away. The childminder supports children to appreciate differences and similarities with others.

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Outcomes for children are good

Children are prepared well for the next stage of learning. For example, children are aware of their own needs and learn to put their own clothes on. Children learn good communication and language skills how to count and name shapes. Children develop good social skills through a variety of experiences, including visits to schools, attending assemblies and other outings in the community. Children develop their physical skills through a range of indoor and outdoor equipment. For example, they move their bodies to music as they sing action songs and rhymes.

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Setting details

Unique reference number EY421975 Local authority Croydon Inspection number 1062430 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 6

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Name of registered person

Date of previous inspection 23 September 2013

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Telephone number

The childminder registered in 2011. She lives in Purley, in Surrey. She operates her service from Mondays to Thursdays, 7.30am to 6.30pm, during term time and some school 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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