Childminder EY486629

Inspection date

Previous inspection date 22 September 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

 The childminder provides a calm and welcoming environment. Children follow familiar routines that help them to feel safe and secure in her care.  Children learn how to keep safe. For example, they learn the fire drill and keep close to the childminder when they go outside of the home.  The childminder regularly reviews her assessments on children's learning. This helps her to plan effectively, to meet children's learning needs well.  There are good opportunities for children to learn about numbers, shapes and colours. For instance, the youngest children are encouraged to match colours and use resources to support simple counting.  The childminder is a good role model for children. She supports children's different behavioural patterns well. For example, she encourages manners and develops children's ability to share toys and be aware of others.  The childminder monitors the effectiveness of her assistants. She provides them with

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This provision is good

support to help them develop in their role.

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It is not yet outstanding because:

 The childminder does not make the best use of expressions and sounds to consistently support the early communication of babies and toddlers.  The childminder does not have clear methods to fully support parents with their children's developing awareness of and independence with their healthcare needs, such as toilet training.

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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

 raise the use of expressive interaction and sounds, particularly with babies and toddlers, to support their early listening and communication skills  provide older children with even more support with regard to understanding their healthcare needs, such as toilet training.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder and her assistant interact with the children.  The inspector sampled written documentation, such as children's progress reports, and the childminder's policies and procedures.  The inspector interacted with the children and took account of parents' views.  The inspector and the childminder jointly observed and discussed an activity.

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Effectiveness of the leadership and management is good

The childminder has a good knowledge of her responsibility to help keep children safe. She regularly updates her awareness of legislation and guidance. Her policies and procedures are accurate, relevant and strongly support children's welfare. Safeguarding is effective. For example, the childminder has clear guidance to follow if she has concerns for a child's well-being or safety. The childminder consistently monitors her service and evaluates her provision to improve. For instance, she enthusiastically takes part in courses to further her knowledge. Recent training has helped her to plan effectively for the different ways children learn. Parents speak highly of their working relationship with the childminder. She fosters good relationships with them and other childcare professionals, to meet children's needs.

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Quality of teaching, learning and assessment is good

The childminder completes initial assessments when children start. These help her to make accurate observations and identify any areas where children need more challenge. For example, toddlers learn how to make marks in foam. The childminder extends this to encourage them to make greater movements with their arms and hands to create larger shapes. Children have access to a good range of books to support their learning and enjoyment of reading.

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Personal development, behaviour and welfare are good

The caring and friendly childminder and her assistants welcome children and their families into a comfortable home. The childminder uses key information from parents about children's lifestyles and interests to ease their settling into her care. The childminder plans a range of activities to raise children's awareness of the community they live in and the wider world. For example, the childminder uses festivals to engage children in cultural activities. She also gives good support to children who do not speak English at home. Children learn about how healthy foods contribute to a balanced lifestyle. They exercise and enjoy fresh air each day. For example, they visit the park regularly, go on nature walks and feed the ducks.

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Outcomes for children are good

Children are inquisitive and motivated to learn. Toddlers settle well and older children develop good levels of concentration. Children develop good social skills and play well with each other. They thrive in engaging in physical activity, such as climbing, sliding and water play. Children make good progress in relation to their individual starting points. Overall, they learn and develop skills that help to prepare them for school when the time comes.

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Setting details

Unique reference number EY486629 Local authority Greenwich Inspection number 1011106 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 8 Number of children on roll 11

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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 Sidcup, in the London Borough of Greenwich. She works with two assistants. She works Monday to Friday, from 7.45am to 6.00pm, throughout the year, apart from bank holidays and family holidays.

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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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