Childminder EY289555

Inspection date

Previous inspection date 20 March 2018 22 July 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 builds on children's speaking skills well. For example, she interacts with them as they look through favourite books and introduces words for less-familiar shapes, such as an oval. She extends this further, as children delight in identifying other objects that are oval throughout the day.  The childminder uses professional development well, to improve her practice. For example, she has updated her safeguarding knowledge to ensure that she is working in line with current legislation.  The childminder follows children's interests well to plan for their next steps in learning.  The childminder gives children opportunities to socialise with others. For instance, they visit other childminders where they learn to share and take turns. Children develop the skills they need in readiness for their future move to nursery and school.  The childminder encourages children's good health and physical development

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This provision is good

effectively. For example, children enjoy nutritious meals and healthy snacks, and they enjoy fresh air and exercise as they walk to the local school.

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It is not yet outstanding because:

 The childminder is not fully effective in monitoring and evaluating the provision, to help her raise the overall quality of the already good provision even further.  The childminder does not make full use of opportunities to extend children's knowledge and understanding of diversity and equality.

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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

 monitor and target areas for improvement even more precisely  improve opportunities for children to learn about diversity and disability.

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Inspection activities

 The inspector observed the childminder interacting with the children.  The inspector had discussions with the childminder about her practice, and children's learning and development.  The inspector sampled documents, including children's records and other relevant documentation.  The inspector carried out a joint evaluation of an activity with the childminder. She held discussions with her regarding children's learning and the impact of teaching on their progress.  The inspector read comments from parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands a wide range of issues that may affect children's welfare and knows how to report any concerns. The childminder completes regular assessments of children's progress and shares the results with parents. She has developed effective partnerships with parents and involves them in their child's learning. Parents express positive feedback. For instance, they say that the childminder has shown great skill in developing children's enjoyment and discovery of language and letters. She is good at communicating what she is doing with children, so that parents can reinforce it at home, and vice versa. There is effective communication with other childcare providers and schools. This helps to provide a consistent approach to children's care and learning, and supports children well at times of change, such as starting school.

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Quality of teaching, learning and assessment is good

The childminder encourages children's participation in activities by incorporating their interests. For example, children who show an interest in trains enjoy choosing a picture of a train to print and colour. The childminder supervises children closely and joins in with their play. This helps them to develop independence and self-esteem. The childminder ensures her planned activities cover specific areas of learning. For example, while looking at books together, children develop good concentration skills as they count and talk about the shapes and colours they can see. The childminder knows the children well and gathers detailed information from parents when children first attend.

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Personal development, behaviour and welfare are good

Children are happy and confident within the childminder's home. They behave well. The childminder acts as a good role model and reminds children to be kind and respectful to one another. They respond positively towards her. Children gain an understanding of risk and take part in supervised activities that encourage them to explore resources safely. For example, children are eager to 'have a go' at balancing along a low wall, supported by the childminder when needed. Children develop independence well. For instance, they are keen to remove their own coat and shoes when arriving from pre-school, knowing that they will get praise for doing so. This helps to prepare them for school.

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Outcomes for children are good

Children are working comfortably within the range of development for their age. They are keen to participate in activities, pay attention and follow instructions well. Children are inquisitive. For instance, when learning about the lighthouse in a story, children enquired about its purpose. Children are eager to learn and have good levels of motivation.

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Setting details

Unique reference number EY289555 Local authority Bromley Inspection number 1129104 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 22 July 2015

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Telephone number

The childminder registered in 2004. She lives in the London Borough of Bromley. She receives funding for the provision of free early years education for children aged three and four years. She provides childcare all day on Tuesday to Friday, for most of the year.

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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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