Childminder EY485692

Inspection date

Previous inspection date 22 February 2018 28 February 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 secure understanding of how children learn and develop. She identifies children's next steps for learning, to help them make good progress from their starting points.  The childminder places a strong focus on enhancing children's language and thinking skills. For example, she introduces new words and repeats language back to children to extend their vocabulary. The childminder reads and sings to children regularly. Children are confident communicators.  Children's behaviour is good. They play well together, show care and respect for adults and each other. For example, older children share their toys willingly to comfort their friends.  Children form close relationships with the childminder and their peers. They are happy, settled and feel emotionally secure. Children make lovely comments, such as 'we love it here', to express their delight.  The childminder conducts regular risk assessments in her home and for outings. She

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This provision is good

talks to children about road safety to help them manage risks with confidence.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to fully develop children's mathematical skills, for example in relation to shape and size, during their everyday activities.  The childminder has not fully established partnerships with other early years professionals to complement children's care and 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

 make effective use of opportunities to support children's mathematical skills further  develop partnerships with early years professionals at the other settings that children attend, to complement their care and learning further.

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Inspection activities

 The inspector viewed all areas of the home that are used for childminding and invited the childminder to complete a joint evaluation of an activity.  The inspector spoke with the childminder and engaged with the children at appropriate times during the inspection.  The inspector checked evidence of the childminder's training and of the suitability of all adults in the household.  The inspector looked at children's assessment records, planning, and a range of other documentation, including policies and procedures, and the childminder's self-evaluation form.  The inspector joined the childminder and the children on their walk to pre-school.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder completes relevant training updates to secure her understanding of wider and current child protection issues. She knows how to recognise and report any concerns to help keep children safe. The childminder evaluates the quality of the provision well and uses ongoing professional development to improve her practice and skills further. She takes the views of parents and children to help her identify strengths and areas for further development. For example, following feedback from parents, the childminder reviewed the food menus to support children's physical growth and development. In addition, the childminder has reviewed her written records for accidents and administration of medication, to ensure these are accurate and to help protect children's welfare. She supervises children well during play and when on outings, to help minimise risks.

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Quality of teaching, learning and assessment is good

The childminder observes and monitors children's learning precisely. She plans a wide range of activities to introduce new ideas to children. For example, she used different technology resources successfully to teach children about the world around them. Children enjoyed watching a video clip and looking at pictures about what other people do. Inspired by what they saw, children tested out ideas and practised their physical skills. For instance, they balanced on one foot while raising their arms confidently. Equally, the childminder responds to children's spontaneous play effectively and shows a genuine interest in what they do. For example, during role play, the childminder played alongside the children skilfully as they organised a 'tea party' and 'a picnic.' The childminder extended children's learning as she supported them to recall and talk about events and previous experiences. Overall, children are highly motivated to learn.

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Personal development, behaviour and welfare are good

The childminder works with parents successfully to benefit children's well-being and emotional development. Parents praise the way the childminder interacts with their children, which has had a positive impact on their self-esteem and confidence. The childminder develops children's social and physical skills effectively. For instance, children enjoy trips to different parks and playgroups for fresh air and exercise. Children are independent. For example, they manage their personal needs and make decisions about their play. Children's awareness of personal hygiene is good.

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Outcomes for children are good

Overall, children learn important skills in preparation for their future learning and moves on to school. For example, older children enjoyed drawing and writing for different purposes, which supports their early literacy skills. They used pictures and prints successfully to find letters and spell out familiar words. Children are active and have positive attitudes to learning. For instance, during their walk to pre-school, they observed their surroundings with delight. Children skipped and recited rhymes enthusiastically until they reached their destination.

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Setting details

Unique reference number EY485692 Local authority Richmond upon Thames Inspection number 1107943 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 28 February 2017

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Telephone number

The childminder registered in 2014 and lives in the London Borough of Richmond upon Thames. The childminder offers her service from 8am to 6pm from Monday to Friday, except for 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

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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