Childminder EY471475

Inspection date

Previous inspection date 3 March 2017 8 July 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 creates a caring environment where children form exceptionally secure bonds with her. This successfully promotes their emotional well-being.  The childminder makes regular assessments of children's learning and monitors their progress well. She uses this information to identify and target any gaps in their learning effectively.  The childminder plans interesting activities that challenge children well and motivate them to learn. Children make good progress from their starting points.  The childminder has good partnerships with parents and local schools. She exchanges information with them regularly to find out what children do at home and in school. Children benefit from consistent approaches to their care and teaching.  The childminder has a good understanding of her responsibilities. Overall, she has a range of clear procedures and policies that she uses to underpin her practice and

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This provision is good

support children's safety and general well-being effectively.

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It is not yet outstanding because:

 The childminder's self-evaluation process is not yet extensive, particularly to reflect the views of all service users fully, such as parents and children.  At times, the childminder does not seize opportunities to extend further children's understanding about the importance of adopting a healthy diet.

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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

 make better use of ongoing self-evaluation to reflect the views of children and parents fully, to help target further areas of improvement and take the setting to an even higher standard  develop further opportunities for children to hear clearer messages about why it is important to have a healthy diet.

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Inspection activities

 The inspector observed the childminder's teaching and its impact on the children's learning.  The inspector checked documents, including the childminder's background suitability checks and training certificates.  The inspector sampled the childminder's planning documents, and discussed children's individual learning and development.  The inspector held discussions with the childminder about her self-evaluation processes.  The inspector sampled the childminder's policies and procedures, including those relating to safeguarding.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder ensures her home is safe for children to use. She has a good understanding of how to protect children and what to do if she has a concern about a child's welfare. The childminder seeks regular opportunities to update her professional skills and knowledge, such as through attending a variety of training courses. She uses this information effectively to benefit children's care and learning. Parents are very complimentary in their feedback about the setting and say they are happy with the care and attention their children receive.

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Quality of teaching, learning and assessment is good

The childminder supports children's play and learning well. She interacts with them and allows children to lead and make choices. For example, children delight as the childminder engages in their play, while getting down to their eye level, she pretends to mimic the dolls talking. She develops children's imagination, social, communication and language skills effectively. The childminder plans activities well, which suit children's individual interests and learning. For example, children learn to hold a pencil to write their name, and practise to use scissors, while developing their small-muscle control. The childminder teaches children effectively to learn about similarities and differences, such as between themselves and others. For example, she has discussions and shares a variety of interesting resources to broaden their understanding.

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Personal development, behaviour and welfare are good

The childminder recognises children's achievements and provides plenty of praise for their good behaviour. Children behave well and are respectful of each other and the childminder. Children enjoy spending time with the childminder. For example, they snuggle up and read stories, and the childminder brings the stories to life, while children eagerly join in finishing sentences and predicting what is going to happen next. They are extremely settled and confident in the childminder's company. Children enjoy many opportunities to build on their physical development. For example, the childminder has developed a small plot of land at the front of her house for children to play, where they use raised beds to plant and grow fruit. They enjoy visiting local places of interest.

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Outcomes for children are good

Children's communication and language skills are developing well. They readily share their ideas, and thoroughly enjoy role play, sharing stories, music and songs. They gain the skills they need for the next stage in their learning and eventual move on to school.

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Setting details

Unique reference number EY471475 Local authority Hackney Inspection number 1071673 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 3

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Telephone number

The childminder registered in 2013. She lives in Homerton, in the London Borough of Hackney. The childminder operates her service from 8am until 6pm on Monday to Friday, for most of the year. She receives funding to offer free early education for children aged two, three and four years. She holds a relevant early years 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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