Childminder EY420380

Inspection date

Previous inspection date 20 March 2018 25 November 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

 Children are happy, confident and settled with the childminder and her assistant. The childminder and her assistant encourage children's independence from an early age.  The childminder has good systems to liaise with other settings when children move on in their learning. She ensures that they have a clear understanding of children's progress and next steps for learning, so they can provide consistent care and learning opportunities.  Children feel safe and secure. They have good relationships with the childminder and her assistant, turning to them for cuddles, reassurance and play.  The childminder monitors children's progress and knows them well. This enables her to help them make good progress from their starting points and prepare for the next stage of learning.  The childminder assesses her provision well, overall. She has made progress since the last inspection by ensuring children have good opportunities to see text by looking at

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This provision is good

books during regular story time, for example.

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It is not yet outstanding because:

 The childminder's planning does not provide many opportunities for children to explore sensory resources, or to be independently creative to extend their learning.  The childminder and her assistant find it difficult to attend face-to-face training, but have not considered different ways to broaden their own professional development and enhance the quality of teaching and outcomes for children.

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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

 develop planning to include more opportunities for sensory play and to support children's creativity  review and improve professional development opportunities to raise the quality of teaching further.

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Inspection activities

 The inspector spoke to the childminder and her assistant at convenient times during the inspection.  The inspector sampled documents, including online development records for the children.  The inspector observed children as they played, and the interactions between adults and children.  The inspector chatted to children whenever possible.

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Effectiveness of the leadership and management is good

The childminder supports her assistant well through regular discussions about her practice and children's progress. Safeguarding is effective. The childminder and her assistant have attended safeguarding training and know what to do if they are concerned about a child in their care. The childminder plans activities, and uses observations to identify where children may need additional support. She assesses children's progress and shares this with parents on a regular basis. The childminder keeps parents well informed of their child's routines and activities through ongoing discussions and a daily diary.

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Quality of teaching, learning and assessment is good

Children enjoy their time with the childminder and her assistant. Babies learning to walk have space and support to practise their emerging skills. The childminder is skilled at standing back, enabling the youngest children to cruise around the furniture and take their first steps independently. Outside, babies and toddlers develop their confidence and physical skills. For example, they kick the ball or climb and slide on the low-level climbing frame. They become fascinated as the assistant shows them how fast the toy car goes when it drives down the slide. Babies' and toddlers' language is developing well, with good support from the childminder and assistant. For example, the childminder repeats the names of objects and provides a commentary as children play.

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Personal development, behaviour and welfare are good

Resources, such as dolls and books, provide positive images of diversity, to help support children's developing understanding about difference. The childminder and her assistant are good role models for behaviour. They speak to each other and to children with respect. Children follow their lead and are kind and gentle with one another. The childminder provides children with healthy snacks and tasty, home-cooked meals. Mealtimes are sociable and children sit together and happily tuck into their lunch. The childminder and assistant follow children's home routines, helping them to feel settled and emotionally secure. Children develop good independence as they move around the playrooms, choosing their favourite toys and resources.

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Outcomes for children are good

Children make good progress from their starting points and develop the skills they need for their next stage of learning. For example, they practise early writing skills as they draw on the chalkboard, and begin to count with the childminder's support during play. Toddlers are beginning to concentrate for longer periods, for example, as they try hard to catch the fish with their magnetic rods.

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Setting details

Unique reference number EY420380 Local authority Kingston upon Thames Inspection number 1125305 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 25 November 2015

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Telephone number

The childminder registered in 2011. She lives in the London Borough of Kingston upon Thames. She operates all year round, from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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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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