Childminder EY281154

Inspection date 14 November 2018 Previous inspection date 23 March 2016

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This inspection: Good 2

Previous inspection: Good 2 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

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The provision is good

n Young children are happy, show they feel secure and have strong attachments with the childminder. They explore the environment confidently and show good levels of emotional well-being. n The childminder places a good focus on children's safety. For instance, she regularly practises the evacuation drill with children and they learn how to keep themselves safe, such as the importance of holding hands when crossing the road. n Effective monitoring of children's progress enables the childminder to identify what children know and can do. She uses this information to plan for their individual next steps in learning. n The childminder helps children develop good physical skills. For example, they enjoy playing ball games outdoors, and dance and respond to music and rhymes when playing indoors. n Children make good progress. They show a clear motivation to learn and develop independence and confidence in their abilities. For example, young children follow basic

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It is not yet outstanding because:

n At times, the childminder does not recognise some opportunities to extend children's early understanding of numbers and counting. n The childminder does not provide the same level of opportunities outdoors as indoors to support those children who prefer to play and learn outdoors.

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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

n make the most of opportunities to help children to develop their early interest in numbers and counting n enhance the use of the outdoors to incorporate further learning experiences which are rich and varied, to highly stimulate those children who prefer to learn outdoors.

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What the setting needs to do to improve further

Inspection activities n The inspector reviewed children's development records, a selection of the childminder's policies, children's records and evidence of suitability. n The inspector took account of the information provided in the childminder's self- evaluation document. n The inspector viewed the areas of the home used by children. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children, and how she monitors their learning and development. n The inspector observed children and the childminder playing together. She evaluated the success of activities with the childminder.

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Effectiveness of leadership and management is good

Partnerships with parents are good. The childminder communicates effectively with them to provide children with continuity in their care and learning. The arrangements for safeguarding are effective. The childminder has a good understanding of how to identify and report any concerns regarding the welfare of children. She keeps her skills up to date. For example, she completes online training and has regular discussions with other childminders, to share ideas and help sharpen her teaching skills. The childminder uses self-evaluation well to strengthen her practice. She seeks the views of parents and has a clear vision of improvement to help further promote outcomes for the children.

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Quality of teaching, learning and assessment is good

Children benefit from a well-organised environment and can easily choose what they would like to do. The childminder has a good understanding of how to support their learning and plans challenging activities to support them to progress further. For example, children enjoy making bird feeders and explore a range of textures and materials. As they do this, the childminder introduces words, such as 'squelchy' and 'delicious', to help extend their vocabulary. Children are eager to find out about the world in which they live. For instance, they dig in the garden to find insects and the childminder encourages them to look at these carefully. She reminds them that they must be careful and kind to living creatures.

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Personal development, behaviour and welfare are good

The childminder places a good focus on supporting children's health and well-being. Effective settling procedures helps the childminder and children to form a secure emotional attachment. Children follow robust hygiene practices, enjoy healthy meals, and have regular exercise and fresh air in the childminder's garden. The childminder acts as a positive role model and sets clear boundaries for behaviour. For example, she shows young children how to use small gardening tools safely and reinforces the safety rules when children want to walk around carrying these. Young children are beginning to understand simple rules, are happy and content. They respond well to the childminder's positive approach.

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Outcomes for children are good

Children develop the skills they need to prepare them well for future learning, including pre-school and school. They are aware of the need to take turns and share. Children are eager to try out new activities, including those that they find a little challenging. They develop good language skills and take an interest in stories. Toddlers demonstrate a strong willingness to explore their surroundings and eagerly join in with action songs and rhymes.

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Setting details

Unique reference number EY281154 Local authority Kingston upon Thames Inspection number 10073350 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 23 March 2016

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Registers

The childminder registered in 2004 and lives in Kingston-upon-Thames, Surrey. She has a relevant qualification at level 3. The childminder operates all year round from 8am to 6pm, Monday to Thursday, except for bank holiday and family holidays.

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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.

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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.

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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 .

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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

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Registers

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Registers

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

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