Childminder EY494635

Inspection date

Previous inspection date 18 April 2018 Not applicable

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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 enthusiastic childminder has a good understanding of her role and responsibilities. She organises her provision well. The childminder is aware of the strengths of her setting and identifies areas for improvement to continue to make positive changes. She has made a positive start since registration.  The welcoming and nurturing childminder provides an inviting and homely environment. Children develop close bonds with her and are extremely happy and at ease in her care.  The childminder has a good observation and monitoring system to keep track of children's good progress. This helps her to identify and address quickly any areas where children may need targeted support.  Children have a wealth of interesting activities and resources from which to choose. They are challenged, motivated to learn and make good progress.  Partnerships with parents are strong. For example, the childminder gives parents ideas

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This provision is good

and activities to do at home, to provide consistency in children's learning.

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities to extend children's mathematical understanding and skills, especially for shapes and measures.  Sometimes when supporting play, the childminder asks questions to extend children's learning but does not allow quite enough time for them to think through their responses.

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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 better use of opportunities to extend children's mathematical skills further, especially for shapes and measures  provide children with the time they need to think about, respond and talk through their own ideas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector engaged with the children during the inspection.  The inspector undertook a joint observation with the childminder.  The inspector observed the children during their indoor and outdoor play activities as well as their snack routine.  The inspector sampled various documents, including children's learning records, the childminder's self-evaluation, risk assessments, and a selection of policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has attended safeguarding training. She has a good understanding of how to keep children safe and the procedures to follow should she have a concern about a child's well-being. She keeps her premises safe for children to explore and move around with confidence. The childminder keeps her knowledge and skills up to date in various ways. She understands the importance of professional development. The childminder makes good use of training and uses what she learns to benefit the children. For example, recent language and communication training has helped her to reflect and improve on the ways that she supports children with their language development. The childminder has developed effective partnerships with professionals and other settings children attend, to consistently and effectively support children's learning.

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Quality of teaching, learning and assessment is good

The childminder knows children in her care well and plans a variety of activities based around their individual interests and next steps in learning. She successfully supports children while they play, following their lead and extending their learning. For example, children enjoy reading stories and the childminder provides a variety of props, activities and costumes related to the story to develop their learning further. The childminder effectively supports children to develop good literacy skills. For example, children learn that words have meaning and recognise letters that are important to them.

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Personal development, behaviour and welfare are good

The childminder is sensitive to children's individual needs. She regularly provides cuddles and offers praise and encouragement, supporting their emotional well-being. The childminder makes good use of the local community to help children learn about the world. For example, they attend play group and children's centre sessions to meet other people. Children behave well and are kind and considerate. They listen and follow instructions well and have a good awareness of the setting's boundaries. Children learn about healthy lifestyles and benefit from fresh air and exercise on a daily basis in the childminder's garden or on outings.

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Outcomes for children are good

Children are eager to learn and try new experiences. They are settled, happy and make good progress. Children develop good physical skills. For example, children learn to use different tools to undo plastic screws and develop coordination as they learn to use scissors. Children are learning the necessary skills for their future learning and their eventual move to school. They are independent, make choices in their play and have good personal care skills.

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Setting details

Unique reference number EY494635 Local authority Kingston upon Thames Inspection number 1030878 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in the London Borough of Kingston. She offers care from Monday to Friday, all year round, from 8am until 5.30pm.

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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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