Childminder in Greenwich

Inspection date 18 October 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n Children have good relationships with the childminder. She is highly sensitive to their individual needs and effectively supports their emotional and physical well-being. Children settle quickly and are happy in the childminder's care. n Children are well mannered, polite and respectful to one another. They listen to the childminder and to each other, and respond positively in their interactions. Their behaviour is extremely good. n The childminder provides a warm and caring home which helps children feel safe and secure. Children have regular opportunities to find out, and learn about, the similarities and differences between themselves and others. n The childminder provides stimulating play activities and interacts well with children to support their good progress. Children freely choose resources that interest them and show great levels of concentration as they investigate and try new experiences.

p.1

It is not yet outstanding because:

n The childminder does not always gather detailed information from parents about what children can do when they first start, to help her plan as precisely as possible for children's learning from the very beginning. n The childminder does not always recognise opportunities to develop children's early mathematical development, to increase their knowledge and skills further.

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

n obtain detailed information from parents about what children already know and can do when they first start and use this information to enhance initial assessments n make better use of opportunities that arise throughout the daily routine to extend children's understanding of mathematics, to strengthen their skills further.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector spoke to the childminder and to the children at appropriate times throughout the inspection. n The inspector took account of the views of parents from their written comments. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector observed children taking part in activities with the childminder and assessed the impact this had on children's learning.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is clear about the procedures to follow to ensure children are safe and protected. She regularly carries out risk assessments to check the suitability of the environment, resources and equipment. The childminder's home is secure and well maintained. She regularly updates her knowledge and understanding with regards to safeguarding children. The childminder involves the children a great deal when planning activities. For example, each morning she sits with them as a group and they have a 'brainstorming' session, where they share ideas of what they would like to learn about later that day.

p.3

Quality of teaching, learning and assessment is good

The childminder is a confident and effective communicator with children of different ages and abilities. She introduces and models the correct use of language, uses age- appropriate questioning and engages them in conversation during daily routines and activities. The childminder is extremely respectful of the children's opinions and ideas. She takes on board everything that they say and adapts activities where necessary. The childminder follows children's interests and encourages them to explore and investigate successfully. For example, children enjoyed experimenting with play dough. The childminder extended the children's learning in this activity by discussing the colours they could see and those they could make if they mixed the dough together.

p.3

Personal development, behaviour and welfare are good

The childminder acts as a very good role model and supports children effectively in managing their feelings. For example, she takes the time to explain why a negative action may make someone else upset. The childminder ensures children are respectful, consider each other's needs and value each others opinions. She has created a nurturing, kind and relaxed environment for the children and they take great pride in not only looking after themselves but each other too. The childminder provides the children with many opportunities to learn about different people and communities. For example, during the inspection, they were preparing to celebrate International day and Black History Month together.

p.3

Outcomes for children are good

Children are independent learners. For instance, they competently prepare their own sandwiches at snack time. They show high levels of concentration and persevere extremely well at tasks. Children's strong progress in their communication, physical development and social skills helps to prepare them well for the next steps in their learning, including their future move to school.

p.3

Setting details

Unique reference number EY536721 Local authority Greenwich Inspection number 10068135 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 - 4 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Charlton, London Borough of Greenwich. She provides care Monday to Friday, for most of the year.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5