Childminder EY339186

Inspection date 6 February 2019 Previous inspection date 16 May 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 supports individual children well. She has high expectations of their abilities. For example, she skilfully challenges young children to manage bolts, locks and latches. As a result, children build on their learning from their starting point and make good progress. n Children are extremely happy and settled in the childminder's care. They demonstrate an excellent sense of belonging and form close and caring relationships with the childminder. Parents share information about their children's learning and development at school and at home. This is highly effective in supporting children's emotional well- being. n Children are keen to take part in a broad range of activities that provides interesting learning experiences. Parents are highly complimentary and say that their children take part in such a wide range of activities. For instance, they comment on how their walls are filled with children's artwork at home.

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This provision is good

n Effective partnerships with parents enable the childminder to meet children's individual needs well. For instance, she provides daily updates about children's care and progress and she discusses and plans when potty training is appropriate based on individual children's needs. n Children behave extremely well. They are polite and engage well with their peers. Children are encouraged to respect and celebrate each other's differences through a wide range of resources and activities they take part in. For example, young children share their toys with each other and say 'thank you' when it is their turn. n The childminder does not always share her assessments of children's development consistently with other professionals or inform them of children's next steps in learning, to support children to make even greater progress. n The childminder has not fully embedded her professional development strategies to

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This provision is good

improve her knowledge, to ensure children reach their very highest potential.

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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 share information from children's assessments with other professionals, to focus more precisely on children's next steps in learning to help them to make the best possible progress n strengthen professional development opportunities, to improve knowledge and help promote the very best outcomes for children.

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What the setting needs to do to improve further

Inspection activities n The inspector considered the views of children and parents spoken to on the day and read written feedback. n The inspector observed the quality of teaching and learning during activities and the impact on children's learning. n The inspector observed interactions between children and the childminder as she engaged with them. n The inspector sampled various documents, including children's learning records and a selection of policies and procedures. n The inspector looked at relevant areas used for childminding and checked the suitability of all adults who live on the premises.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder demonstrates a clear understanding of who to contact if she has any concerns about a child's welfare. She provides a safe environment and ensures risk assessments are completed inside and outside. For example, once a week, during refuse collection day, she takes a different route to school for safety as the street is less accessible. The childminder gathers some feedback from letters and cards from adults and children to support the changes and development of her home to raise the quality. Although she has not focused on her professional development she does complete her mandatory training. She works closely with other childminders to share information and share good practice.

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Quality of teaching, learning and assessment is good

The childminder uses her observations and assessments of children to plan activities effectively, incorporating the children's interests. For example, she uses the shakers children are interested in to develop their listening skills. Children listen to the sounds and learn to respond to the different commands. The childminder extends young children's language as she introduces words which the children repeat, such as, 'long sound' and 'short sound'. Children's early literacy and mathematical development are supported well. This becomes apparent when children skilfully place the ball on the piece of paper of the matching colour. The childminder asks appropriate questions to extend children's learning. For example, she challenges older children to problem-solve and work out which balls need to be moved to make the patterns match.

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Personal development, behaviour and welfare are good

Children thrive in the childminder's warm and welcoming home. They are confident with the daily routine and managing risks. This is demonstrated when they hold hands as soon as they go outside, ready to walk to school. Young children get their bags and resources for nappy changing and find their coat and shoes for outdoor activities. Therefore, children become independent in managing their own personal needs. Children make choices freely during play activities and express their preferences confidently. They understand the childminder's high expectations of them. For example, young children are extremely polite and cooperative. They happily help to tidy away toys. Children are active and take part in outdoor activities, including going to parks, visiting toddler groups and going on walks to places of interest. Children develop physically as they throw, catch and roll balls to their peers and through their legs. This helps them learn about the

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Personal development, behaviour and welfare are good

benefits of being active and promotes their good health.

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Outcomes for children are good

Children are highly motivated and join in activities with their peers. They enjoy looking at the readily accessible books by themselves and reading with the childminder. Children make good progress and are extremely well prepared for school. They develop good communication and language skills. They confidently talk about the colours and shapes they see as they take part in creative activities. Young children sing nursery rhymes and concentrate for long periods of time as they engage in mark making.

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Setting details

Unique reference number EY339186 Local authority Lewisham Inspection number 10064586 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 - 8 Total number of places 6 Number of children on roll 11 Date of previous inspection 16 May 2016

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Registers

The childminder registered in 2006 and lives in London. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 3.

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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

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

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