Barton, Marcus

Inspection date

Previous inspection date 24 January 2017 12 February 2014

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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 good understanding of children's individual development. He assesses their progress well to help plan for them to make progress in their learning. Children make good progress in relation to their starting points.  The childminder and his assistant share a close and caring relationship with the children. Children happily engage in play activities with them.  The childminder has a positive approach to inclusion and equality and provides a range of positive experiences and resources. This helps children learn about the similarities and differences between themselves and others.  The childminder keeps up to date with changes to safeguarding guidance and legislation. He exchanges information with his assistant to help ensure they both have relevant knowledge to fully support children's welfare and safety.  There are supportive partnerships with parents. The childminder communicates well

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This provision is good

with them about their children's achievements and progress on a daily basis.

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It is not yet outstanding because:

 The childminder has not yet fully established partnerships with other settings that children attend to support continuity in children's learning and care.  Parents are not consistently encouraged to share their thoughts and ideas to help support the childminder's ongoing self-evaluation process.

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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

 build further on partnerships with other settings that children attend to support a shared approach and consistency in their care and learning  increase opportunities for parents to contribute their views, thoughts and ideas to help inform the ongoing self-evaluation process.

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Inspection activities

 The inspector spoke with the childminder and the children at appropriate times of the inspection.  The inspector observed the quality of teaching during activities, and assessed the impact this has on children's learning.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector looked at a sample of children's development records.  The inspector took account of written and verbal feedback from parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and his assistant are aware of the procedures that they must follow in the event of a concern about a child's safety or welfare. The childminder stays informed of changes in childcare practice. For example, from the training he attends and via specific forums on the internet. The childminder assesses and monitors children's progress well. This helps him to identify any gaps in their learning and plan for what they need to learn next. The childminder reflects on his practice and looks for ways to enhance the environment, such as making positive changes to the outdoor play area to extend the level of physical challenge for children.

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Quality of teaching, learning and assessment is good

The childminder knows the children's interests and personalities very well. He plans activities that relate to their current skills and which will help to extend their learning. The childminder supports children's language skills effectively. For example, he encourages young toddlers to finish off sentences in their favourite storybooks. Children progress well in their mathematical development. For example, they play with activities which encourage them to sort, match and compare. All children benefit from the positive interaction of the childminder and the assistant. For example, they play well together to build models and learn to operate different functions on the drum kit to create sounds.

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Personal development, behaviour and welfare are good

Children behave well. They show kindness to each other and are polite. The childminder supports children's good health and well-being. Children enjoy the freshly prepared healthy meals and snacks, and are vocal to let the childminder know what they enjoy eating. Outdoor activities feature daily; for example, the children visit the local forest for walks and the park spaces. Children learn how to keep themselves safe. For example, young toddlers receive reminders to use the handrails when they climb stairs, and all children learn about road safety when they are out in the community. Safety is addressed well, which supports children to move freely within the childminder's home.

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Outcomes for children are good

Children learn a good range of skills from their starting points to help support the next stage of their learning and the move to school. They have opportunities to develop their counting and early writing skills. For example, children learn the sounds of the alphabet and begin to recognise their names. Outdoor activities are well planned and organised to create a rich learning environment. For example, children explore natural materials and develop skills to balance as they walk across wooden planks or explore ice blocks.

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Setting details

Unique reference number EY463737 Local authority Waltham Forest Inspection number 1069369 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 3

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Name of registered person

Date of previous inspection 12 February 2014

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Telephone number

The childminder registered in 2013. He lives in Leytonstone, in the London Borough of Waltham Forest. He is available to care for children Monday to Friday, throughout most of the year. The childminder is registered to work with an assistant.

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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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