Childminder EY485627

Inspection date

Previous inspection date 4 July 2017 Not applicable

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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

 Children make good progress from their starting points. The childminder makes accurate assessments about children's learning needs, and involves parents. She effectively identifies gaps in learning promptly, which she targets well in her planning.  The childminder provides children with a wide range of activities and high-quality resources to support their learning. They make choices about their play and receive good support to develop their learning.  Children form close emotional relationships with the childminder and her family. For example, children play cooperatively and thoroughly enjoy including each other in their play.  The childminder establishes effective partnerships with other settings that children attend. This helps her successfully complement children's care and learning.  The childminder shares her policies and procedures with parents so that they are aware of how she supports their children's health, safety and well-being.

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It is not yet outstanding because:

 Children have few opportunities to investigate and learn more about nature.  The childminder does not include the views of parents in her self-evaluation to help to identify ways to improve her practice and provision to the highest levels possible.

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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

 develop more ways for children to investigate nature, to support their understanding of the world  build further on the relationships with parents to involve them in the evaluation of the quality of the provision and identifying areas for improvement.

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Inspection activities

 The inspector spoke to the childminder and the children at appropriate times during the inspection.  The inspector observed the childminder's interactions with the children.  The inspector sampled a range of documentation, including policies and procedures, and children's records.  The inspector conducted a tour of the premises that the childminder uses for childminding purposes.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of safeguarding and child protection procedures. She is clear who to contact should she have any concerns about the welfare of a child in her care. The childminder ensures her home is safe. She has a positive attitude to training to help improve the quality of her teaching. For example, she has completed training to help her increase the focus on mathematics through enjoyable activities in everyday play.

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Quality of teaching, learning and assessment is good

The childminder has a secure understanding of the abilities of the children in her care and knows how to meet their individual needs well. She effectively supports children's emerging speech and language. For example, she continually talks to them to help develop their communication skills. Children also learn new words as they use story sacks with props which extends their vocabulary. She further supports children's speech and language, for instance, by encouraging sign language and sitting close by asking them age-appropriate questions as they play. Children have good opportunities to learn about cause and effect. For example, they learn how to operate pull-back cars and race them down the hallway. They laugh out loud in delight when they win.

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Personal development, behaviour and welfare are good

Children are content and settled in the childminder's care. She understands their personal care needs and routines well and has effective settling-in procedures. Children have a strong sense of belonging and self-esteem. They enjoy physical activities, for instance, they have regular opportunities to access the childminder's garden to use wheeled toys and slides. They also visit local parks to use large fixed equipment, which supports them to build on their existing physical skills. The childminder effectively encourages the children to treat each other with kindness and respect. For instance, she constantly reminds them about the importance of being kind and sharing. This helps to support children's understanding of expected behaviour within the setting.

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Outcomes for children are good

Children are well prepared for their future learning and for their move to nursery or school. They take responsibility for their own personal care needs and manage these independently. For example, at lunchtime they safely use knives to spread butter on their bread and to cut their vegetables. Children make good use of trips to local playgroups to socialise with a range of peers and learn about the local community. They also learn early mathematics. For instance, they enjoy completing puzzles and other activities that help them to learn about shape, size, matching and sorting. Children are sociable, inquisitive and independent learners.

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Setting details

Unique reference number EY485627 Local authority Kingston upon Thames Inspection number 1003369 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 5 Number of children on roll 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in the Royal Borough of Kingston upon Thames, in Surrey. The childminder operates a part-time, flexible service from 9am to 6pm, for four days of week throughout the year.

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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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