Childminder EY446937

Inspection date

Previous inspection date 12 January 2017 23 January 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 knows how individual children learn. Children are eager to have a go at new activities and develop a high level of confidence. They make good progress and learn a range of skills that prepares them for their next stage in learning and the move to school.  The childminder reflects on her practice and continually develops her provision to benefit children.  The childminder has developed good working partnerships with other professionals that are involved in children's development to help provide consistency in their learning.  The childminder promotes good behaviour. For example, she encourages children to be polite, take turns, share toys, and respect and value one another.  The childminder regularly observes children, makes assessments and successfully plans for their learning.

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It is not yet outstanding because:

 The childminder does not gather children's prior achievements from parents to help her plan more precisely for their learning right from the start.  The childminder provides limited opportunities for children to practise their early writing skills. For example, they do not have easy access to writing resources.

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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

 gather more information from parents about children's abilities when they first join to help identify their starting points more precisely and plan for their learning more effectively from the start  enhance opportunities for children to practise their early writing skills.

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Inspection activities

 The inspector observed the quality of teaching and interactions between the childminder and children.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector checked evidence of the suitability of the childminder and a selection of children's records and safeguarding policies, and discussed her self-evaluation process.  The inspector took account of the views of parents, provided in writing, on the day of the inspection.

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Effectiveness of the leadership and management is good

The childminder is qualified and uses her knowledge and experience to provide good- quality learning experiences for children. She keeps up to date with any changes to requirements and gains ideas for good teaching practice to help children learn more effectively. For example, she completes research and talks with other childminders. The childminder evaluates her practice including the views of parents and children. She took prompt action to address recommendations set at the previous inspection. For example, she has created a book for children about their families to help them learn about people's differences and they have learnt about people in the community and some of the roles they have, such as a police officer. Parents are happy with the care that the childminder provides. Safeguarding is effective. The childminder has a good understanding of safeguarding matters and knows what to do should she have a concern about the welfare

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Quality of teaching, learning and assessment is good

The childminder regularly shares information about children's development with staff from other settings that children attend, to help her plan for children's learning successfully. She arranges activities that use children's interests to enhance their individual abilities. The childminder helps children to develop their communication and language skills well. For example, during play she asks children questions that extend their thinking and communication skills. The childminder teaches children early reading skills, for instance through fun games with alphabet puzzles. She builds on children's good understanding of mathematics; for example, she encourages them to practise addition and subtraction during their play.

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Personal development, behaviour and welfare are good

The childminder's home is safe and welcoming. She is a good role model and has positive relationships with children. The childminder supports children's health and well-being effectively. For example, she talks to children about the importance of good hygiene and being active. Children develop a good understanding of how to stay safe in the childminder's home and when outdoors. For example, children learn to be aware of traffic when they walk to school to pick up their older friends.

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Outcomes for children are good

Children are fully engaged in play that captures their interest. They are confident and independent. Children are imaginative and develop good communication skills. They behave well. Children follow the rules of games, solve problems and count during play. They are prepared well for the next stage in their learning and the move onto school. For example, they learn the letters in their name and develop good social skills.

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Setting details

Unique reference number EY446937 Local authority Kingston upon Thames Inspection number 1062616 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 4 Number of children on roll 9

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Name of registered person

Date of previous inspection 23 January 2013

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Telephone number

The childminder registered in 2012. She lives in Chessington, in Kingston upon Thames. The childminder operates her service Monday to Friday from 7.15am to 6pm for 48 weeks a year. She holds a childcare qualification at level 3.

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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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