Childminder EY539066

Inspection date 5 March 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Children follow their own interests and are motivated to learn. They move confidently around the play areas and make independent choices from the good range of resources available. Children have the opportunity to develop their physical skills inside and outside. This is evident when they manoeuvre cars carefully around the childminder's home. n The childminder promotes children's confidence and self-esteem. She consistently praises children during daily routines. Children behave well. They understand the rules and boundaries as they take turns sharing toys. Young children develop their independence, for example they confidently put their own coats on. n The childminder plans a wide variety of experiences for children that are well matched to their interests and abilities. For example, children sort differently coloured balls into matching coloured bowls. Children make good progress in their development.

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This provision is good

n Children are settled and have formed good attachments with the childminder. Partnerships with parents are good. They comment that they appreciate the childminder's approach and how she keeps them informed regarding their children's development. n The childminder supports children to learn about people and communities beyond their immediate experience. Children have the opportunity to learn about and value different cultures and backgrounds. For instance, young children share with others how to say words in their home language. The childminder uses effective methods to successfully support children who are learning English as an additional language. n Although the childminder gains permission to gather information from other settings the children attend, she does not develop this further to share ongoing information with other settings. n The childminder does not make the most of opportunities to support older children in

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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 improve partnerships with other professionals and settings the children attend in order to share relevant information and support children's learning and development further n make the most of opportunities to support older children to see and read simple words to develop their early literacy skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the children during their indoor activities, as well as their snack time. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector viewed a range of documentation, including attendance records; suitability checks; and children's observation, assessment and planning records. n The inspector took account of the views of the parents and children. n The inspector observed a planned activity and jointly evaluated this with the childminder.

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Effectiveness of leadership and management is good

The childminder evaluates her practice and continues her professional development. For example, she attended a training course on communication and language. This developed her knowledge and understanding of how children who are learning English as an additional language may process information. As a result, the childminder adapts her communication skills to support individual children. Safeguarding is effective. The childminder is aware of the signs of abuse and knows how to report possible concerns. She has a range of policies and procedures she shares with parents when children start, to help ensure they are aware of her expectations. The childminder skilfully gathers relevant information from parents to help identify their children's starting points and individual needs. The childminder plans her activities following the children's interests. She engages them in meaningful conversations to enable her to plan interesting and

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Quality of teaching, learning and assessment is good

The childminder creatively engages children's learning into everyday opportunities. For example, older children count how many buses they see when they walk around outside. Younger children look at the changing colours of the leaves. The childminder knows children in her care well. This is evident when she finds books and resources about transport which encourage children to be curious. She skilfully draws children's attention in interesting ways and creates opportunities for them to extend their language. For instance, they take the toy aeroplane on the school run and discuss who is going to be the 'pilot' and who are the 'passengers'. The childminder assesses children's development during their settling-in period. She uses her observations and discussions with parents to identify the next stages in their children's learning.

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Personal development, behaviour and welfare are good

Children are eager to attend the setting and enjoy the childminder's company. They involve her in their play and have a very good understanding of how to keep themselves safe. For example, older children play with the toy fire engine and pretend there is a fire. Younger children get some water and explain how they are going to put the fire out. Children behave well. They confidently move around the childminder's home and lead their play independently. They show good levels of understanding about why it is important to have a healthy diet and manage their snack times. Young children talk with each other about sharing during group-time activities. Children develop the personal, social and emotional skills they need for the next stage in their learning.

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Outcomes for children are good

Children are inquisitive learners and enjoy new experiences and exploration. Young children thoroughly enjoy books to sit and read with their peers. They make up stories and recite words they remember as they turn the pages. Older children develop their early mathematical skills during imaginative play as they identify numbers on their telephones and technology toys. They can share and take turns with minimal support. Children make good progress in their learning and are well prepared for school, including those in receipt of additional funding.

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Setting details

Unique reference number EY539066 Local authority Southwark Inspection number 10098987 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Bermondsey, in the London Borough of Southwark. She offers care Monday to Friday from 7.30am to 6pm, throughout most of the year. She holds a qualification in childcare at level 3. She receives funding to provide free early education for children aged two, three and four years.

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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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