Childminder EY491810

Inspection date

Previous inspection date 31 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 provides interesting opportunities for children to build on their creativity. For instance, young children make a colourful bun with play dough and older children make pretend bones for the dog. Children build on their concentration. For instance, they continue making several shapes and carry on with the activity for a long time.  The childminder teaches children to make healthy choices, to support their physical well-being. For instance, children learn that vegetables are good for the body. They state vitamins are good for getting 'bigger and stronger'.  The childminder supports children well to build on what they learn at school. For example, she teaches children to hold mark-making equipment correctly and helps them to learn to form letters. These activities contribute to their progress and development.  The childminder shares information regularly with parents and schools, and works

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This provision is good

closely with them to help support continuity in children's experiences. Parents express positive views about her 'flexible and intuitive' approach and that they are extremely pleased with her professionalism.

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It is not yet outstanding because:

 The childminder has not considered further ways to fully adapt routine activities to make them more enjoyable for all children in the group.  The childminder does not make the most of professional development opportunities to help identify further ways to raise the quality of care to the highest standards.

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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

 consider ways to fully adapt routine activities to make them more enjoyable for younger children in the group  make the most of professional development opportunities to help identify ways to raise the quality of care further.

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Inspection activities

 The inspector observed the children and how the childminder interacted with them.  The inspector took account of the views of parents and children.  The inspector assessed the effectiveness of the childminder's self-evaluation.  The inspector had discussions with the childminder at appropriate times, including to discuss teaching and the impact on children's learning.  The inspector viewed a sample of documents, including suitability checks.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder ensures the premises and equipment are safe for children's use. She provides opportunities for children to learn to keep themselves safe from harm in the event of an emergency. Children recall that they line up and go outside when they practise the procedures to follow if there was a fire. The childminder knows how to identify the possible signs and symptoms of abuse and to refer any issues to relevant outside agencies. Self-evaluation is effective. The childminder seeks the views of parents and children, and shares ideas with other childminders to help identify and plan for improvements. For instance, she reviews and revises meal menus and activity ideas; taking account of children's preferences. She ensures she is up to date with statutory training, such as for paediatric first aid.

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Quality of teaching, learning and assessment is good

The childminder encourages children to explore their ideas. For example, young children show interest in observing shadows and the childminder encourages them to match these to the right people. Children identify their own shadows and the childminder's. The childminder encourages children to recall what they did at school and they share their experiences, such as painting and physical education sessions. Children communicate their ideas freely. For instance, on the way back from school, the childminder asks them what they would like to play with when they get home. They tell her they would like to play with play dough, which helps her to plan activities that stimulate their interests. The childminder supports opportunities for children to build on their love of books, for instance, as they enjoy regular visits to the library.

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Personal development, behaviour and welfare are good

The childminder prepares children well for changes. For instance, she introduces them to visitors to the home and children greet people confidently. She helps to prepare them for new social situations well. The childminder monitors and supports young children's needs well, for instance, when they need reassurance. This helps to support their emotional well- being. Children display an understanding of good hygiene practices. For instance they learn to cover their mouths when they cough. The childminder responds patiently and sensitively to behaviour issues and teaches children to learn the difference between right and wrong. Children learn to make positive contributions to routines. For instance, they help to set up the table for dinner time. Such opportunities help them to develop a sense of belonging and they build on their independence.

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Setting details

Unique reference number EY491810 Local authority Lewisham Inspection number 1031960 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 7 Total number of places 6 Number of children on roll 4

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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 Lee, in the London Borough of Lewisham. The childminder works all day from Tuesday to Friday during term times.

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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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