Childminder EY449908

Inspection date

Previous inspection date 26 January 2017 12 February 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 and her assistants are positive role models for children. Children are polite and behave well. For example, they say 'please' and 'thank you' without reminders.  Children have good opportunities to explore and investigate. For example, they learnt about light and reflection when they made mobiles using old compact discs.  The childminder monitors the quality of teaching and provision well. For example, she observes her assistants regularly as they teach, and holds individual meetings to provide feedback and support to help them continue to improve their practice.  Children gain positive skills that help prepare them well for their future learning. For example, they develop early writing skills when they 'write' their own stories.  The childminder develops children's communication, listening and speaking skills effectively, such as through asking questions that help them to think and respond.

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This provision is good

 There are good partnerships with other early years professionals. For example, the childminder communicates well with other settings that children also attend, which supports continuity in learning.

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It is not yet outstanding because:

 The childminder misses some opportunities to encourage parents to share children's achievements from home to strengthen the consistency of learning further.  The childminder does not make the most of opportunities to further develop children's mathematical understanding as they play.

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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 parents to share information about their children's achievements at home to strengthen the consistency of learning further  make the most of opportunities to develop children's mathematical understanding further.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, such as children's progress reports, and policies and procedures.  The inspector spoke to the childminder and children at convenient times.

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Effectiveness of the leadership and management is good

The childminder works well with her assistants to accurately evaluate their practice. For example, they have daily discussions to review how well the activities engaged children. The childminder successfully builds on her practice and motivates the assistants to extend their skills further. For example, they carry out independent research to help implement new ideas, to keep children engaged and motivated in their learning. The childminder monitors children's progress closely, which helps her to highlight and address any gaps in their development quickly. The childminder and her assistants have a good knowledge and understanding of safeguarding procedures. They know who to contact if they have concerns about the welfare of children. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder supports children well to manage the move to school. For example, she encourages children to be independent, including making choices about their play. The childminder and her assistants skilfully build on children's spontaneous play. For instance, they recognise children's interest in playing with cars and extend this by reading related books. They make links to the real world, including talking about the meaning of road marking and signs. Children have good opportunities to develop their creativity. For example, they explore making marks in interesting ways, such as using frozen ice and making coloured foam with paint.

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Personal development, behaviour and welfare are good

Children develop trusting and secure relationships with the childminder and her assistants. For example, they enjoy their company. Overall, the childminder's partnerships with parents are strong. She finds out important information to help her meet children's individual needs well, such as their likes and dislikes. The childminder supports children's physical well-being effectively, and children understand the importance of healthy lifestyles. For instance, children have an active role in growing their own fruits to eat. Children have a good range of opportunities to challenge their physical skills. For instance, they visit the parks to explore larger equipment. Children develop a respect for other people's similarities and differences. For instance, they try foods from around the world, such as Caribbean dishes.

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Outcomes for children are good

All children develop skills for their future learning. They make good progress in their learning, including children who are learning English as an additional language. For instance, the childminder uses words in their home language alongside English. Children develop good early reading skills and show a keen enjoyment of books. They learn the meaning of more detailed words such as 'author' and 'illustrator' in their favourite stories.

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Setting details

Unique reference number EY449908 Local authority Lewisham Inspection number 1062786 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 9 Number of children on roll 13

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Name of registered person

Date of previous inspection 12 February 2013

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Telephone number

The childminder registered in 2012. She lives in Forest Hill, London. The childminder cares for children from Monday to Friday, 8am to 5.30pm, 41 weeks of the year. She receives funding to provide free early education for children aged two, three and four years. The childminder employs five assistants, and works with a maximum of two at any one time. The childminder and one of her assistants hold a relevant early years qualification at level 6. One assistant holds a qualification at level 3 and two assistants hold qualifications at level 2.

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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

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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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