Childminder EY497874

Inspection date

Previous inspection date 23 May 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 childminder has a good observation and monitoring system to keep track of children's development. She quickly identifies and addresses any areas where children may need targeted support. All children make good progress.  Partnership with parents is effective. For example, the childminder keeps parents fully informed about their children's progress and well-being and provides ideas to support children's learning at home.  The childminder is caring, affectionate and very attentive to children's individual needs. Children form secure emotional attachments to her, are happy and settle well.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to encourage children to develop their independence skills.  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 for children to develop their independence even further  provide children with the time that they need to think, 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 evaluation of an activity with the childminder.  The inspector observed the children during their indoor and outdoor play activities as well as during 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 knows the procedures to follow should she have a concern about a child's well-being. The childminder understands the importance of professional development. She makes good use of training and uses what she learns to benefit the children. For example, recent training around supporting learning for one- and two-year-olds has helped the childminder develop behaviour management strategies and ideas for activities. This has helped the childminder to better support this age group to make good progress. The childminder has established good relationships with local schools and other early years settings that children attend, to provide a continued approach to children's learning and care.

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Quality of teaching, learning and assessment is good

The experienced childminder has a good knowledge of how children learn. She gets to know children well and plans activities that build on their interests and skills successfully. For example, children enjoy playing with cars. To develop their learning further, the childminder introduces tactile materials such as shaving foam and dried pasta for the children to drive the cars through. Overall, the childminder helps to develop children's communication skills well. For example, she learns words in children's home languages and uses them in play to develop children's understanding. Children have good opportunities to explore sensory resources. For instance, they are fascinated as they use toys that light up, make sounds and have different textures.

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Personal development, behaviour and welfare are good

Children are well behaved. They are kind, considerate and well mannered. The childminder acts as a positive role model. She praises and encourages children consistently, and builds their self-esteem and confidence for future learning. The childminder makes good use of the local community to help children learn about their world. For example, they visit playgroup sessions to meet other people. Children explore books and toys that reflect the differences and similarities between themselves and other people. The childminder supports children to learn how to lead healthy lifestyles. For instance, she helps them to wash their hands and they have opportunities for regular outdoor play in her well-resourced garden.

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Outcomes for children are good

Children are gaining a good range of skills ready for the next stage of their learning. They are confident and keen to learn. Young children are beginning to develop good numeracy skills. For example, they begin to use number language in play when counting objects. Children learn good early literacy skills. For example, they enjoy exploring a range of mark-making tools such as chalk in the garden and confidently make large movements.

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Setting details

Unique reference number EY497874 Local authority Sutton Inspection number 1037589 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in Worcester Park in the London Borough of Sutton. The childminder works Monday, Wednesday, Thursday and Friday from 7.30am to 5.30pm, term time only.

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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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