Childminder EY469485

Inspection date

Previous inspection date 7 September 2017 9 June 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 reflects well on her practice and seeks out professional development opportunities. For instance, recent research about how children learn outdoors has helped her provide experiences that are more varied for children. Children show good curiosity and are eager to learn.  The childminder supports children's language and speech extremely well. All children, including those who are learning English as an additional language, are making tremendous progress in their communication skills.  The childminder has exceptional relationships with parents. She regularly shares children's achievements with them and provides ongoing advice to support children's welfare extremely well. Children benefit from consistent experiences at home and in the setting.  The childminder makes accurate assessments of children's learning. She uses this information to plan experiences that meet their needs and interests well. Children make

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It is not yet outstanding because:

 On occasion, the childminder directs children's play when they are involved in creative activities, rather than letting them follow their own ideas.  The childminder misses opportunities to further develop children's independence and self-care skills.

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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

 allow children time to explore and experiment with their own ideas when engaged in creative activities  support children to further extend their independence skills, particularly during routine times of the day.

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Inspection activities

 The inspector observed the quality of the childminder's teaching.  The inspector took account of information in letters and completed questionnaires from parents.  The inspector carried out a joint evaluation of children's learning with the childminder.  The inspector had discussions with the childminder and talked with the children at appropriate times during the inspection.  The inspector sampled paperwork, including policies and procedures, observations, assessments and planning, and children's records.

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Effectiveness of the leadership and management is good

The childminder uses information from parents and children to assess how she can improve her provision. For example, recent responses to parent questionnaires and discussions with children have provided ideas about what children like to play with. This has helped her make decisions about expanding the selection of tricycles and bicycles to use in the garden, to support children's current interests and develop their physical skills. Arrangements for safeguarding are effective. The childminder has attended training to ensure she has up-to-date knowledge about how to keep children safe. She has shared the current guidance with parents. She knows how to identify and act on safeguarding concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder monitors children's learning and plans learning experiences based on their current interests. For example, she introduces an activity on space exploration. Children listen carefully as the childminder reads aloud from a book about space and they identify the astronauts, space rocket, moon and stars confidently. They then enjoy creating rockets using cardboard boxes. The childminder includes mathematics in the activity as she asks the children to find and identify foam numbers from one to five. Children enjoy rhythm and music. For example, they shake the maracas and do the actions as they sing songs and rhymes.

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Personal development, behaviour and welfare are good

Children show care and concern for others. For example, they ask if children are feeling happy. Children generally share well, such as when they take turns to use the glue to stick buttons on their space rockets or help to put the hat on the doll. Children express their needs well. For instance, they tell the childminder that they are tired and need a nap. All children learn about diversity and take part in exciting outings. For example, they visit local groups to socialise with different children, join in story time at the library and visit the forest where they can practise climbing skills and managing risks. Children are prepared well for their future learning, including pre-school and school.

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Outcomes for children are good

Children have fun with the childminder. For example, they exclaim in delight when they find sparkly alien figures in the box and show the childminder their favourite coloured one. They match pictures with numbers and then sort them into the correct order from one to ten. Children have good conversations with each other. For instance, they discuss why they need hair clips to keep the hair out of their eyes, talk about eating healthy food and say how juicy the pepper is at snack time. Children repeat phrases from a favourite story about a gorilla and enjoy discussing what has happened in the book.

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Setting details

Unique reference number EY469485 Local authority Richmond upon Thames Inspection number 1069810 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 2013. She lives in the Borough of Richmond. The childminder offers care from 7.45am to 6pm, Monday to Friday, all year round. The childminder holds qualified teacher status.

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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

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

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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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