Childminder EY248809

Inspection date 9 January 2019 Previous inspection date 14 July 2015

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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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The childminder takes advantage of training opportunities to consistently develop her practice. She works within a supportive childminder peer group to identify weaknesses and make changes. This improves and sustains high standards of practice. n The childminder follows children's interests and abilities. She plans activities to meet the needs of all children. Children make good progress from their individual starting points. n Children meet a wide range of people when they attend community activities, like playgroups, cultural celebrations and parks. The childminder helps children to understand and respect other people's needs and choices. n The childminder provides settling-in sessions tailored to the children's and parent's requirements. Children rapidly settle with the childminder. Children quickly become confident and self-assured. They are very happy and demonstrate they feel safe in the childminder's care.

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This provision is good

n The childminder is sensitive to children's needs. Children receive a warm welcome on arrival and plenty of affection throughout their time with the childminder. Support for children's emotional well-being and self-confidence is outstanding. Consequently, children are well behaved, confident and ready to learn. n Children enjoy eating healthy, nutritious meals and snacks together. The childminder takes children to the shop to choose their own vegetables and fruit. They learn about the importance of healthy eating. n The childminder skilfully uses a wide range of appropriate teaching strategies to support children's early language development. However, occasionally she does not give children enough time to respond to questions.

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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 extend children's developing language and problem-solving skills even further by allowing them enough thinking time to form answers to questions.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities while children played and discussed teaching methods with the childminder. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector viewed the areas of the premises, both indoors and outdoors, used by children. n The inspector completed a joint evaluation of an activity with the childminder n The inspector took into account parents' written comments and discussions with parents regarding the childminder's practice.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder has a comprehensive knowledge of the policies and procedures required to safeguard children's welfare. Children learn how to keep themselves and others safe. For instance, children play an active role in fire drills. They discuss the importance of leaving toys and getting out calmly and safely. The childminder gathers detailed information from parents during settling about what their children can already do. She skilfully uses this information, along with her own observations, to identify children's starting points. The childminder monitors and tracks the progress of individual children well. This enables her to identify any gaps in children's learning and provide support for them to catch up quickly.

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Quality of teaching, learning and assessment is good

The childminder establishes positive partnerships with parents. She routinely shares children's learning experiences with parents to keep them well informed about their child's development. The childminder provides helpful tips to support children's learning at home. For example, she gives parents ideas about how to extend children's mathematical language at home alongside everyday activities. Children are encouraged to count, identify shapes, recognise colours and talk about different sized objects while climbing stairs, shopping or at mealtimes. The childminder knows children well. She links activities to their interests and enables them to make choices. For example, children perform actions and have animated expressions as they act out what is happening in the books they choose. This helps support children's early literacy and promotes a love of reading.

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Personal development, behaviour and welfare are outstanding

The childminder maintains strong links with local schools and early years professionals at the playgroups she regularly attends. She contributes to playgroup planning, promoting a cohesive approach to children's learning. The childminder organises outdoor physical activities to support balance, agility and confidence. The childminder skilfully uses mealtimes to extend children's understanding about healthy eating. Children are empowered to confidently manage their self-care and make healthy choices. The childminder uses positive praise and encouragement to excellent effect and, as a result, children's independence and self-confidence are very well supported. Children behave remarkably well and show respect towards others. They show excellent levels of motivation to learn.

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Outcomes for children are good

Children form secure attachments with the childminder and their peers. They respond positively to the childminder's gentle manner and clear boundaries. Children make good progress from their starting points. They are eager to learn and they try their best. Children's early literacy and mathematical skills develop as they engage with a wide range of good-quality resources. They are expertly supported through transitions in their home life and into school. For example, all children moving to school learn about road safety to support their ongoing after school care with the childminder.

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Setting details

Unique reference number EY248809 Local authority Croydon Inspection number 10062316 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 2 - 10 Total number of places 6 Number of children on roll 0 Date of previous inspection 14 July 2015

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Registers

The childminder registered in 2003 and lives in South Norwood within the London Borough of Croydon. She works every weekday from 7.30am to 6pm and holds an appropriate level 3 qualification. She accepts funding for free early education places for two-, three- and four-year-old children.

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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

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Registers

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Registers

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Registers

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