Childminder in Greenwich

Inspection date

Previous inspection date 12 March 2018 25 June 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 childminder is committed to improving the outcomes for children. She has successfully addressed the recommendations raised at the previous inspection. For example, she has completed training to enhance her knowledge and skills to accurately assess children's progress between the ages of two and three years.  Children's communication and language development is supported effectively. For example, the childminder repeats and pronounces words clearly to help the children enhance their speaking skills.  Partnerships with parents are strong. The childminder uses a variety of methods to regularly exchange information between them to help meet the care and learning needs of their children. Parents are kept up to date about their children's good progress.  The childminder makes sure children are happy and settled. She is warm and caring with the children and places a strong emphasis on promoting children's emotional well-

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It is not yet outstanding because:

 Although the childminder observes children in their play, she does not use the information obtained to best effect. She does not quickly identify all children's precise next steps in their learning to help them make the best possible progress in their learning and development.  The childminder has not successfully established effective links with other early years settings that children also attend, to promote a more shared approach to their 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

 sharpen assessment procedures to ensure next steps are precise and targeted to what children need to learn next, to help children to make the best possible progress in their learning and development  persevere with efforts to establish effective partnerships with other settings to devise a shared approach to care and learning for children.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector and the childminder jointly evaluated an activity together.  The inspector held discussions with the childminder and the children during the inspection.  The inspector looked at relevant documentation, such as evidence of the suitability of those living on the premises and of the qualifications of the childminder.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The childminder reflects well on her practice. She actively seeks the views of parents and provides activities that children enjoy playing with to support their learning. Parents' written comments are very positive about the service the childminder provides. They state that their children are happy and progress very well in her care. Safeguarding is effective. The childminder completes regular child protection training to help her keep her knowledge and understanding of child protection policies and procedures updated. She has a clear understanding of what she must do should she have a concern about a child in her care. The childminder supervises children closely to make sure they are safe. For example, the childminder regularly checks on babies when they are sleeping.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and experienced. She understands the importance of gathering information from parents when their children first start attending and to share ideas to help them to continue to support their children's learning at home. The childminder is enthusiastic in her teaching and supports children's interests very well. For example, children initiate their own game of hide and seek in the dry sand. The childminder uses this opportunity to help children share their experiences about when they have been on holiday with their own family. The children find a toy camel buried in the sand. The childminder quickly explains to children what the humps are used for, to support their understanding of the wider world and the animals who live in it.

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Personal development, behaviour and welfare are good

There are warm and secure attachments between the children and the childminder. Children are well behaved and have fun in the care of the childminder. The childminder supports children's social skills well. Young children quickly learn how to share toys and take turns. Older children help younger children to achieve tasks and use toys appropriately. Children benefit from time outside in the fresh air. The childminder also uses the park and local community play sessions to support children's physical development. Younger children's sleep routines are fully respected to support their overall health. Children enjoy healthy light meals and snacks and independently access their own drinks when they recognise when they are thirsty.

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Outcomes for children are good

All children are working within the expectations of their age from their starting points. They are curious and motivated in their play. Younger children enjoy looking at books to support their early literacy skills. Older children use mathematical language in their play. For example, they ask for more water to make the sand wet and recognise when they have added enough water to enable them to build firm sandcastles. All children select the toys they want to play with and make independent choices in their play. Older children manage their own personal self-care routines well. Children are prepared well for the next stage of their learning and for their eventual move on to school.

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Setting details

Unique reference number EY319695 Local authority Greenwich Inspection number 1110888 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 25 June 2015

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Telephone number

The childminder registered in 2006 and lives in Plumstead, London. She operates all year round from 6am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

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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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