Childminder in Greenwich

Inspection date 29 November 2018 Previous inspection date 10 February 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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This provision is good

n The childminder gets to know children's individual personalities well. Children have a good sense of belonging and positive levels of well-being and self-esteem. n Children have good opportunities to develop their mathematical skills, to support their future learning. For example, they count as they play and enjoy games where they arrange objects in size order with confidence. Children make good progress in their learning. n The childminder is keen to keep up to date and build on her knowledge and skills even further. She attends training beneficial to her practice. For example, she has learned about the different ways to support children to learn how to behave well. n The childminder establishes positive partnerships with parents and helps keep them fully informed. For instance, she regularly shares helpful advice, like toilet training tips. n The childminder uses the local environment to extend children's experiences well. For

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This provision is good

example, they visit a wide range of places of interest, such as the beach. n Children have good opportunities to develop their physical skills. For instance, they negotiate larger climbing and balancing equipment during regular trips to the park. n The childminder does not consistently give children enough time to think and then respond to the good thought-provoking questions that she asks them. n The childminder misses some opportunities to encourage children to complete tasks with more independence.

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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 build on children's communication skills even further and give children more time to think and then respond to challenging questions n extend children's opportunities to be more independent and complete their own tasks more consistently.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas of the childminder's home that children use. n The inspector observed the childminder interacting with the children. n The inspector sampled written documentation, such as children's progress reports, and policies and procedures. n The inspector spoke with children and the childminder at convenient times.

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Effectiveness of leadership and management is good

The childminder effectively evaluates her practice. For example, she reflects on the day's events and considers how well the activities and experiences motivated children to learn. She uses her findings to support her future activity plans. The childminder considers the feedback from children and this helps them to feel valued and listened to. The childminder establishes positive partnerships with other early years professionals. For instance, she regularly shares ideas with other childminders to help develop her practice even further. Safeguarding is effective. The childminder has a good knowledge of the safeguarding and child protection procedures to follow to help protect children's safety and welfare. Children learn how to keep safe in the event of an emergency. For example, they regularly practise how to exit the setting quickly and calmly in the event of a fire.

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Quality of teaching, learning and assessment is good

The childminder closely monitors and tracks children's individual progress. This supports her to highlight any gaps in their development promptly. She provides children with good support to help them catch up in their learning quickly. The childminder skilfully builds on children's interests. For example, children who enjoy playing instruments and singing their favourite songs go on to visit rhyme and singing sessions weekly. The childminder effectively helps children to prepare for their future move to school. For example, all children have an interest in a wide range of reading materials and older children recognise simple words with confidence.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children are polite and behave well. For example, they follow the rules and boundaries and know what is expected of them. Children develop good social skills and build meaningful friendships. For example, they play together, take turns and share resources happily. Children gain good understanding of the importance of healthy lifestyles. For example, they have a good balance of times to exercise and to rest, and time to engage in quieter activities. Children develop a good understanding of other people's similarities and differences from around the world. For example, they learn about events traditional to other cultures, such as Eid.

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Outcomes for children are good

Children of all ages make good progress in relation to their individual starting points. They develop good skills to support their future learning. Younger children give meanings to marks they make as they draw and paint. Older children write their name with confidence. Children are creative and express themselves freely. For instance, they explore different ways to make patterns, such as enjoying leaf rubbing activities. Children enjoy a wide range of role play; for example, dressing up as their favourite characters.

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Setting details

Unique reference number EY271774 Local authority Greenwich Inspection number 10073275 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 - 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 10 February 2016

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Registers

The childminder registered in 2003 and lives in Abbeywood, in the London Borough of Greenwich. She operates each weekday from 7.30am until 6.30pm, all year round.

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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

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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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