Ms Karen Lorraine Spicer

Inspection date

Previous inspection date 11 May 2018 19 November 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder forms secure attachments with children and values their unique ideas. Children settle well and thrive in her care.  Children have good opportunities to investigate and learn about the natural world. For example, they learn about growth and decay though activities, such as planting and growing.  The childminder works closely with parents to help provide a consistent approach in meeting children's care and learning needs.  Children safety and welfare are given highest priority. The childminder carries out robust checks every day to help ensure the premises are secure and the equipment is safe.  Children are becoming confident communicators and build secure foundations for future learning. The childminder uses a wide range of effective teaching strategies to develop children's speaking, listening and vocabulary skills.

p.1

It is not yet outstanding because:

 The childminder provides fewer opportunities for children to develop and build on their emerging writing skills.  The childminder does not make full use of links with other provisions that children attend, to enhance continuity in children's care and learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend opportunities for children to develop their emerging writing skills  develop stronger links with other settings that children attend, to support even greater continuity and consistency in what children achieve and learn.

p.2

Inspection activities

 The inspector accompanied the childminder to collect children from a nursery and a playgroup.  The inspector viewed documentation, such as evidence of the childminder's qualifications and the suitability of household members.  The inspector observed activities and interactions between the childminder and children throughout the inspection.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector viewed areas in the property used for childminding.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has comprehensive policies and procedures in place to help keep children safe and she consistently follows these. She knows what to do if she is concerned about children's welfare, including those who may be exposed to extremist views and behaviours. The childminder works closely with other professionals, such as other childminders, to address any areas for improvement. For example, she regularly discusses how best to provide quality learning experiences to help move children forward in their learning. The childminder monitors the progress of all children well and checks that her teaching is consistently effective and meets the needs of all children.

p.3

Quality of teaching, learning and assessment is good

The childminder obtains detailed information from parents about what children can and cannot do when they start. She uses this information well to plan for what children need to learn next to help them progress in their learning. The childminder interacts well with children and uses every opportunity to extend on their communication and language skills. For example, she uses walking journeys to and from nurseries to talk to the children about what they have learned and enjoyed doing. The childminder provides a good range of learning experiences to help meet the needs of all children. For example, toddlers enjoy attending group sessions to take part in singing and dancing activities, to help build on their personal, social and emotional development.

p.3

Personal development, behaviour and welfare are good

The childminder effectively supports children's physical well-being. For example, she encourages children to eat healthily and use her garden for physical activities. The childminder supervises children well and carries out thorough risk assessments to help children play in a safe learning environment. She supports children to learn about risks and staying safe. For example, she teaches children to be vigilant and look out for traffic when crossing the road. She gives clear expectations for behaviour and encourages children to respect and value one another.

p.3

Outcomes for children are good

Children behave well and display good levels of emotional development. For example, they listen to each other's views, share and take turns when playing together. Toddlers are active and explore their surroundings with confidence. Older children are articulate and ask a lot of 'why' and 'how' questions. Children develop very good skills for their next stage of learning, including starting school. For example, older children can recognise their names, count and recognise numbers beyond 10. They also begin to make connections with letters and sounds to help them read independently.

p.3

Setting details

Unique reference number 115830 Local authority Bexley Inspection number 1126669 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

p.4

Name of registered person

Date of previous inspection 19 November 2015

p.4

Telephone number

The childminder registered in 1998. She lives in Sidcup, in the London Borough of Bexley. The childminder provides care on Monday to Friday, all year round, with the exception of bank holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5