Childminder EY473412

Inspection date

Previous inspection date 6 February 2018 6 August 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

 Children build close relationships with the childminder and their peers. They become familiar with the environment and new routines during a gradual settling-in process. The childminder incorporates children's individual care routines into the day.  The childminder promotes children's learning well. She plans effectively for their individual needs and provides good levels of challenge. As a result, children develop their skills in all areas of learning.  Children rest and recharge their energy levels according to their needs. The childminder recognises when they are becoming tired and makes sure quieter activities are accessible.  The childminder supports children as they learn to negotiate through play. She praises children and builds their confidence and self-esteem. Clear house rules encourage children to develop an understanding of acceptable behaviour.  Children develop good social skills. They regularly meet with familiar adults and

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It is not yet outstanding because:

 The childminder does not have robust systems for gathering the views of parents and children about the service they receive and for using these to enhance her process for self-evaluation.  The childminder does not consistently make the most of opportunities to support children to use words in their home language that she obtains from parents.

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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

 implement rigorous and effective systems for self-evaluation to identify and prioritise areas for improvement  extend opportunities for children to use the words gathered from parents in their home language to further support them in their play and learning.

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Inspection activities

 The inspector observed the quality of teaching during activities inside and outdoors and assessed the impact on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector completed a joint observation and discussed it with the childminder.  The inspector reviewed required documentation, including training certificates and the suitability checks of adults living in the home.  The inspector took account of the written views of the parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a clear understanding of her role in protecting children from harm and neglect. She actively seeks professional development opportunities and implements what she learns within her practice, generally, well; or example, supporting children's developing language and communication skills. The childminder identifies potential hazards in the home and garden and takes effective steps to minimise these. Good communication takes place with parents. The childminder keeps them informed about their children's progress, achievements and development. The childminder works closely with other early years settings that children attend. Two-way communication ensures children have continuity in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder gathers detailed information from parents about their children from the start. She uses this alongside her own observations and assessments to identify and plan for children's future learning needs. Children enjoy exploring their environment and make informed choices regarding their play, choosing from a wide variety of toys. Children enjoy being creative. They build good dexterity using small tools, such as scissors to cut different materials. They concentrate as they re-create pictures of themselves and choose facial features to reflect their own appearance. Children confidently count. For example, they excitedly count how many balls they win while playing board games. They place pieces of puzzles in sequence to make three-dimensional models, such as a large wooden crocodile.

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Personal development, behaviour and welfare are good

Children learn about their own safety in everyday routines and activities. For example, they learn to cross the road safely and to sit down when using scissors. They benefit from plenty of fresh air and enjoy being active. Children show that they feel safe, secure and happy in the childminder's care. They enjoy being physically active and building their physical skills, for example, using large climbing equipment at the park and soft-play centres. Children enjoy a variety of freshly prepared foods and help to make their own meals, such as pizzas with different toppings. Children learn about different traditions and cultural events during the year. They try different foods and enjoy trying to use different utensils during activities, such as chopsticks.

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Outcomes for children are good

Children make good progress. They develop the essential skills they need in readiness for the next stage in learning and school. Children are inquisitive and eagerly engage in activities. They learn clear self-help skills and independence, leading their own play. Children communicate with their peers and learn the importance of sharing and taking turns during activities.

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Setting details

Unique reference number EY473412 Local authority Bexley Inspection number 1071748 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection 6 August 2014

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Telephone number

The childminder registered in 2014. She operates all year round from 7.45am to 6pm on Tuesday, Wednesday and Friday, except 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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