Childminder in Westminster

Inspection date

Previous inspection date 12 February 2018 31 March 2015

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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 experienced childminder reflects on her practice well. She continually seeks ways to improve the service that she provides. For instance, she works closely with other local professionals to develop her skills and knowledge, and she seeks parents' feedback to monitor her effectiveness.  Children are happy and very well settled in the childminder's care. They confidently make their own choices about what they like to play with from the well-organised environment.  Partnerships with parents are strong and well developed. The childminder works closely with parents to share children's learning. Parents are happy with the care and experiences that their children have with the childminder.  The childminder knows the children's individual needs well. She uses her knowledge of how children learn to provide interesting and challenging activities that support children to make good progress in their learning.

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This provision is good

 The childminder provides children with a wide range of experiences and opportunities to develop their social skills. For example, they attend groups and take part in activities with children of similar ages.

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It is not yet outstanding because:

 The childminder does not use her assessment systems as well as possible, to precisely identify children's next steps in learning, and target teaching where is will have the biggest impact, to help children to make the best possible progress in their learning.

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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

 refine the methods used to monitor children's progress, so that assessments more accurately identify children's next steps in learning, and target teaching where it will have the biggest impact.

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Inspection activities

 The inspector observed the interactions between the childminder and children.  The inspector sampled a range of documentation and children's records.  The inspector read written statements from parents and took their views into account.  The inspector had discussions with the childminder and children during the inspection.  The inspector carried out a joint evaluation of an activity with the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps her knowledge of child protection issues relevant. She has a good understanding of the local procedures that she should follow if she has concerns about a child's welfare. The childminder keeps her skills up to date, such as through training and professional development. Recent training helped her to recognise opportunities that children need to solve problems without adult intervention. The childminder uses her self-evaluation effectively to make changes that benefit the children. For example, she is currently remodelling her garden to make a better learning environment for children to access all year round.

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Quality of teaching, learning and assessment is good

The childminder engages with children well. She follows their interests well and is skilled at promoting learning further. For example, as the children play with the play dough, she promotes their mathematical awareness, encouraging them to think about the size and length of their models. Young children gain good language and communication skills. They babble as they play and use their developing language to communicate their needs with the childminder. The childminder recognises the importance of working in partnership with the children's parents. For instance, she visits the children in their homes and works closely with parents to get to know children's needs and interests before they start attending her setting, to create a shared approach to learning.

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Personal development, behaviour and welfare are good

Children are kind and considerate of each other's needs. For example, they willingly share the toys and hand each other drinks at snack time. Children behave well and demonstrate a good understanding of the familiar routines, For instance, they tidy away toys when they have finished with them and follow the childminder's instructions. The childminder supports children to lead healthy lifestyles, such as through providing them with daily fresh air and exercise, and encouraging them to eat healthy meals and snacks. The childminder encourages children to be independent at meeting their own needs. For example, the young children confidently wipe their own noses and put the tissue in the bin. Children take part in celebrations and have resources to explore, to help them learn about other cultures and people who are from backgrounds different to their own.

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Outcomes for children are good

All children acquire the skills that they need for the next stage in their learning and the eventual move on to school. They are motivated to learn and keen to take on challenges in their learning. For example, the young children develop good physical skills as they excitedly challenge themselves to flip their play-dough pancakes using frying pans.

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Setting details

Unique reference number EY373588 Local authority Westminster Inspection number 1093428 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 31 March 2015

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Telephone number

The childminder registered in 2008. She lives with her family in the City of Westminster. The childminder cares for children from 8am until 6pm on Monday to Thursday, all year round.

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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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