Bussey, Karen Elizabeth Anne

Inspection date

Previous inspection date 31 August 2017 3 February 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder attends regular safeguarding training and participates in exchanges of professional expertise among childcare professionals to help keep her knowledge up to date. She evaluates her provision and is always striving to improve.  The childminder interacts well with children. She plans activities that support the children's interests to help their learning and development in readiness for their next stage of learning.  The childminder teaches the children to be kind and considerate to each other, gently supporting all children to understand what is acceptable and what is not.  The childminder plans effectively for the children's needs and listens to parents' views and comments. This helps her to adapt activities around the children's interests.  The childminder takes the children out into the local community, for example, to local adventure parks, so they can learn about the world in which they live. The childminder

p.1

This provision is good

helps children to enjoy their varied and interesting day.

p.1

It is not yet outstanding because:

 The childminder misses some opportunities to promote children's sensory experiences, particularly for those who prefer to learn outdoors.  The childminder does not consistently make a wide range of resources readily available to support children's exploration and investigative skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance children's exploration and investigational skills further  extend opportunities for children to learn outside even further to help support their sensory experiences.

p.2

Inspection activities

 The inspector reviewed the resources with the childminder.  The inspector sampled some testimonials from parents and considered their comments.  The inspector observed the childminder's interaction with young children and discussed the learning aspects with her.  The inspector discussed the childminder's self-evaluation process with her.  The inspector sampled a selection of relevant documents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a very good knowledge and understanding of child protection policy and procedures if concerned for a child's welfare. The childminder uses her training and research to ensure improvements in the setting are continuous. For example, she has introduced more sensory play for children so they can independently feel the texture of paint on their hands as they make hand prints. The childminder welcomes families into her setting and is very supportive to children as they embark on their next stage of learning, for example, at pre-school and school. The environment and exciting outings provided by the childminder help children make good progress in their learning and development. The childminder uses her observations and assessments of children's learning to monitor their progress well and plan activities around their individual needs and interests.

p.3

Quality of teaching, learning and assessment is good

The childminder uses mathematical language in play. For example, she uses picture books to count items with the children at story time and talks about colour and size when children are playing with blocks. The childminder introduces new vocabulary at every opportunity, such as naming the shapes children elect to post into a sorting box. The childminder praises and encourages children as they fit the shapes into the spaces. Children are supported well with early writing skills. For example, the childminder provides a large whiteboard which they can independently make marks on with pens. The childminder plans outings to open areas, such as parks and mature gardens, where children can run and be physically active.

p.3

Personal development, behaviour and welfare are good

Children confidently seek out the childminder for support and attention. Children behave well and are strongly encouraged to be independent, for example, young children feed themselves at mealtimes. The childminder teaches children to share and take turns, such as when playing games. Children enjoy social outings where they meet with other groups of children and adults, for example, at toddler groups and soft play areas. Children learn to stay safe. For example, when out, they understand why they must walk on the pavements.

p.3

Outcomes for children are good

Children develop good skills and are ready to move on to their next stage of learning. They enjoy making marks with paint and play dough and happily smile, chat and babble to each other and familiar adults, further developing their communication and language. Children are independent and confident, enabling them to move on to their next steps in learning.

p.3

Setting details

Unique reference number EY401421 Local authority Kingston upon Thames Inspection number 1094103 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection 3 February 2015

p.4

Telephone number

The childminder registered in 2009. She operates all year round from Monday to Friday, except for bank holidays and family holidays. The childminder receives funding to offer free early education for two-, three- and four-year-old children. The childminder has an early years qualification.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5