Childminder EY485713

Inspection date

Previous inspection date 10 January 2018 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 has a strong self-evaluation process, which helps her to identify strengths and weaknesses to improve her practice and outcomes for children. For example, she accurately reflects on her practice, premises and resources, with the help of parents, to help her to make changes and improve children's experiences.  The childminder uses a good observation, assessment and planning system. This helps her to get to know the children well and effectively plan activities for them.  The childminder has a broad range of resources that engages and interests children to motivate them to play, explore and learn. For example, when she looks after young children, she provides a variety of activities according to their interests and stage of development. Toddlers learn new skills while playing with these resources.  Children make good progress from their starting points and are well prepared for their

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This provision is good

next stage of learning, including starting nursery or school.

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It is not yet outstanding because:

 Occasionally, the childminder helps babies without giving them the opportunity to attempt the activity or play with the resources independently first.  At times, the childminder does not set clear expectations to young children who are learning what is acceptable and what is not acceptable behaviour. This does not help them to know and understand what the boundaries are.

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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

 use every opportunity to help children develop their independence during play  provide clearer and more consistent expectations for children's behaviour to help them behave well.

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Inspection activities

 The inspector observed the childminder and children playing together.  The inspector and the childminder participated in a joint evaluation of an activity.  The inspector reviewed a sample of documentation.  The inspector and the childminder discussed safeguarding and the different outings she plans for children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to identify and report child protection concerns. This helps her to protect children's welfare. The childminder implements a good programme of professional development. For example, she researches online to find ideas for activities to extend children's creative skills and engage them through new experiences. She engages well with parents. For example, she asks parents for children's interests and starting points when they first start at her setting and celebrates any achievements made while in her care. This helps to develop children's confidence and gives them a strong sense of achievement.

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Quality of teaching, learning and assessment is good

The childminder follows young children's interests to help her to engage them and maintain their attention. For example, when toddlers pick up a toy, she shows them how to use the toy, pressing the buttons or giving them accessories. She encourages toddlers to learn to communicate. She uses simple language and waits for them to process what she has said and for their response. The childminder helps toddlers to develop their physical coordination. For example, she encourages them to learn how to switch fibre- optic lights on and off and press buttons on the toy toaster. The childminder encourages children to help her feed the birds and squirrels in the garden. This helps young children to learn about the world around them.

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Personal development, behaviour and welfare are good

The childminder takes young children on a variety of outings, such as to playgroups. She helps them to participate in new environments with different activities and peers. For example, she encourages toddlers to join in with singing songs. This helps to promote their confidence and social interactions. The childminder has a good understanding of how to keep toddlers safe and minimise risks to children. She supervises them well during play. The childminder helps young children to develop their physical well-being. For example, she encourages them to play ball games and explore nature, picking blueberries and going on mini-beast hunts. The childminder gives children praise to help them to build good levels of self-esteem.

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Outcomes for children are good

Young children babble and gesture to express their interests and start to communicate. For example, when they want to go outside, they point to the garden. Toddlers handle books well. They turn the pages carefully and look at the pictures, showing good physical coordination and emerging literacy skills. Children develop their imaginative play. For example, they enjoy pretending to clean their doll with foam and making coloured spaghetti in the role-play kitchen.

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Setting details

Unique reference number EY485713 Local authority Sutton Inspection number 1024817 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 5

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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 Cheam, Sutton. She operates from 7.30am to 6.30pm, three days a week, 48 weeks a 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

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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