Janet Linda Joslyn

Inspection date

Previous inspection date 8 December 2016 11 December 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 encourages children's emerging communication skills effectively. For example, children are stimulated to repeat words and they learn to name objects and actions, which helps them to build on their vocabulary. Children make good progress towards the next stages in their learning.  The childminder establishes effective partnerships with parents. For example, she involves them in evaluating the quality of the provision and in identifying areas that need further development. She seeks information from parents about children's time at other settings they attend, which helps her plan well for their progress in learning.  The childminder supports a smooth settling-in process for children. For example, she works in close partnership with parents to help the youngest children establish routines. She supports their emotional needs sensitively. Children are settled and happy.  The youngest children gain independence quickly, such as feeding themselves at

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This provision is good

mealtimes. The childminder teaches good hygiene routines to help maintain children's good heath effectively.

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It is not yet outstanding because:

 The childminder does not provide consistent opportunities for children to learn to keep themselves safe from harm, particularly in the event of an emergency.  The childminder does not make the most of opportunities, such as art and craft activities, to help children learn to express personal thoughts and ideas.

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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

 improve opportunities for children to build on their understanding of how to keep themselves safe from harm  make the most of opportunities to help children learn to express their thoughts and ideas freely.

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Inspection activities

 The inspector observed children and the childminder's interactions with them.  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.

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Effectiveness of the leadership and management is good

The childminder reflects carefully on her practice and ensures at least good standards in children's learning and care. For example, she has made worthwhile improvements to her observation, assessment and planning process. She implements effective systems to check children's ongoing progress and identify any concerns in their learning. The childminder understands the importance of improving her skills continually to help raise the quality of teaching. For example, she completes additional research and reading to identify interesting activity ideas. Safeguarding is effective. The childminder has an up-to-date knowledge of safeguarding matters and understands clearly her responsibility to report concerns about children's welfare. The childminder shares information effectively with school staff to help support the transfer process.

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Quality of teaching, learning and assessment is good

The childminder supports the oldest children's early literacy skills effectively. For example, they learn to name bird and spider pictures in books. The childminder helps children learn to link words to their meanings effectively, including early mathematical language. For example, children copied the childminder's action and pointed above to learn that the bird is 'up high'. The childminder provides new and exciting opportunities to stimulate children's curiosity to explore. For example, they eagerly make marks with coloured ice cubes, which helps to underpin their early literacy skills. The childminder supports children's understanding of the world around them well. For example, children enjoy finding out about different things in the garden.

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Personal development, behaviour and welfare are good

Children learn to share resources and play cooperatively with each other. For example, they wait for their turn to use the toy car. The childminder provides good opportunities for children to learn about healthy lifestyles. For example, they benefit from daily exercise. These experiences contribute to their good health and well-being. Children learn how to keep themselves safe effectively. For example, they take appropriate risks when walking on a ledge in the garden. This helps them gain confidence in their own abilities. The childminder praises children consistently for their efforts, which helps build their self- esteem.

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Outcomes for children are good

Children are well prepared for the next stage and for school. They are imaginative and enjoy creating games together. They develop their understanding of technology well. Children enjoy conversations. They learn to listen carefully and are observant. For example, they find new shoots and bulbs in the garden, and they listen to birds. Children learn to manage their personal needs quickly.

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Setting details

Unique reference number EY461897 Local authority Lewisham Inspection number 1063497 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 5

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Name of registered person

Date of previous inspection 11 December 2013

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Telephone number

The childminder registered in 2013. She lives in Deptford, in the London Borough of Lewisham. The childminder provides childcare from 9am to 5pm, Wednesday to Friday, during school terms.

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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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