Childminder EY331989

Inspection date

Previous inspection date 27 April 2017 12 June 2015

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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

 Partnership with parents is good. The childminder keeps parents well informed about children's welfare and learning. They work well together to support children's learning at home and in the setting.  The childminder reflects on her practice well. She captures the views of parents and children to help her continually improve.  The childminder has an effective system for observation and assessment. The quality of teaching is good and children make good progress from their starting points.  The childminder makes activities and experiences fun through her positive involvement. For example, she successfully makes good use of questioning children to build on their communication and language development.  The childminder effectively supports children to develop their social skills. For example, children have daily opportunities to explore activities in the local community. They also learn about different cultures and traditions beyond their own experiences.

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It is not yet outstanding because:

 The childminder does not provide regular opportunities for children to fully use and learn about technology.  The childminder does not maximise opportunities to support children's independence and skills to manage some tasks for themselves.

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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

 increase opportunities for children to learn about and use technological toys  create more opportunities for children to learn to manage tasks for themselves and further develop their independence skills.

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Inspection activities

 The inspector observed children engaged in learning activities indoors and outdoors.  The inspector observed children's mealtimes and hygiene routines.  The inspector spoke to a parent and read parents' comments about the service provided and took account of their views.  The inspector read the childminder's self-evaluation and sampled a range of policies and procedures relating to safeguarding and complaints.  The inspector evaluated an activity with the childminder and reviewed her systems for monitoring children's progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her responsibilities to protect children. She has clear procedures to report any concerns to help keep children healthy and safe. The childminder pays good attention to her professional development. For example, she attends regular training and shares ideas with other childminders to keep her knowledge up to date. The childminder involves parents fully in their children's learning and development. For example, she shares her assessments of children's achievements, including the progress check for children aged between two and three years. Parents praise the care and education their children receive.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and ensures that children make good progress. She extends children's learning effectively. For example, during a fishing game activity, the childminder helps children to recognise numbers and letters. The childminder consistently adapts activities to meet the different abilities of individual children and challenge them in their play. For example, she teaches children mathematical language, such as number names, shapes, big, little and heavier. The childminder follows children's interests and encourages their conversations to support early language and literacy skills. For example, she encourages them to recall the characters and events in books read to them.

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Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's care and form positive relationships with her. The childminder provides a caring and nurturing environment. She uses information from parents when children first start to help children settle. For example, she plans activities that meet children's individual needs and interests. Children behave well. The childminder makes good use of praise and encouragement to develop their positive self-esteem. For example, they show great delight when they are praised for fixing a clothes peg to a board. The childminder promotes children's good health and personal hygiene routines. For example, children routinely wash their hands before meals and play in the garden to develop their physical skills. She takes full account of parents' wishes when planning for children's dietary needs.

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Outcomes for children are good

Children make good progress from their starting points. They develop confidence in their abilities to learn and have a strong sense of belonging. Children show they are creative and imaginative, for example, when they pretend to go camping. Children develop an interest in literacy and mathematics. For example, they learn about the letters in their name and weigh and measure plastic worms. They learn the skills they need for school.

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Setting details

Unique reference number EY331989 Local authority Sutton Inspection number 1092672 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 12 June 2015

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Telephone number

The childminder registered in 2006 and lives in Carshalton, in the London Borough of Sutton. The childminder works Monday to Friday 7am to 6pm, term time only. The childminder has a relevant level 3 childcare qualification.

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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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