Childminder in Greenwich

Inspection date 22 November 2018 Previous inspection date 23 May 2014

p.1

This inspection: Good 2

Previous inspection: Not Met (with actions) 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

This provision is good

n The childminder seeks the views of parents, children and other professionals to help further develop the quality of her service. This helps her to make improvements and achieve good standards. n The childminder communicates effectively with staff at the school that children attend. A two-way flow of information supports children as they adjust to school routines and ensures their care needs are met. This helps children to make good progress from their starting points. n The childminder models positive behaviour and builds warm relationships with children. The children quickly settle in and their emotional well-being is supported well. n The childminder supports children to gain confidence in their self-care and growing independence. She provides opportunities for children to make choices about what to play with. This contributes to children's good personal, social and emotional development. n The childminder does not provide consistent opportunities for children to recognise

p.1

This provision is good

familiar languages and value their heritage. n The childminder is not fully effective in helping parents to share information about children's individual needs from the start, so that their care needs are consistently met.

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 extend opportunities for children to develop and use their home language and to value their heritage and backgrounds further n strengthen communication with parents so that information about children's individual needs are shared from the start, to better support continuity of care.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector jointly observed and discussed an activity with the childminder. n The inspector held discussions with the childminder at appropriate times. n The inspector observed the quality of interactions between the childminder and the children, and assessed the impact of these on children's learning.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes training to increase her safeguarding knowledge. She understands the potential risks posed to children and knows how to respond if she has concerns about a child's welfare. The childminder takes steps to make continuous improvements to her service and works effectively with other professionals and practitioners to further improve outcomes for children in her care. For example, she has introduced more opportunities for children to make choices in their play and has updated her policies and risk assessments. The childminder makes good use of resources within her local community to extend children's learning experiences. For example, children have opportunities for active play during visits to the park. This contributes well to the progress children make.

p.3

Quality of teaching, learning and assessment is good

The childminder uses her regular observations of children's learning to plan activities that take account of their needs and interests well. For example, she speaks with staff at school and the children about their learning experiences to help build on what they know and can do. The childminder supports children well, such as when they turn puzzle pieces to work out how they fit together. Children demonstrate persistence and determination as they learn. This helps to prepare them well for school. The childminder works with parents to help promote children's learning at home. For instance, she develops parents awareness of how children learn through play-based activities.

p.3

Personal development, behaviour and welfare are good

Children show that they are happy and secure in the childminder's care. They develop their social skills as they interact with others. For example, children new to her setting quickly build good relationships with the childminder's family. The childminder helps children to understand how to keep themselves safe and look after themselves. For instance, she advises them to take care on steps as they make their way to her premises. They show their growing independence as they organise and gather their belongings when getting ready to make their way to school. The childminder gives effective support to children to help them understand the importance of healthy diets. Children are encouraged to eat fruit at lunchtime and she speaks with children about the benefits of healthy eating.

p.3

Outcomes for children are good

Pre-school children gain increasing confidence to express their personal care needs. They practise using the small muscles in their hands in preparation for writing. Children participate well in learning opportunities that they enjoy, such as pretend play. They develop the skills that they need for their next stages in learning and are well prepared for school.

p.3

Setting details

Unique reference number EY444931 Local authority Greenwich Inspection number 10083116 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 - 10 Total number of places 5 Number of children on roll 4 Date of previous inspection 23 May 2014

p.4

Registers

The childminder registered in 2012. She lives in the Royal Borough of Greenwich. The childminder offers care Monday to Friday, all year round.

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