Childminder EY540788

Inspection date 20 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 benefit from a very welcoming and stimulating environment. The childminder provides flexible settling-in sessions to ensure children settle quickly and to help support their emotional well-being to a good level. Children are very happy and make good progress. n Since registration, the childminder has successfully reflected on her practice to maintain good standards of care. n The childminder enriches children's early communication and language skills well. For example, she consistently comments on their play, names objects and sensitively repeats what young children say, using the correct pronunciation. n The childminder successfully works in partnership with other professionals. She gains information from other childcare providers who children also attend. She also shares a summary of children's care and learning with local nurseries to aid a smooth transition when children are ready to move on.

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This provision is good

n The childminder occasionally misses opportunities to extend young children's growing understanding of early mathematics, particularly counting and recognising numbers. n The childminder does not precisely identify what children can already do when they first start, to enable her to show the good progress that all children make. n Although the childminder keeps her mandatory training up to date, she has not yet explored ways to further develop her teaching skills to an even higher level.

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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 provide greater opportunities for children to build on their early mathematical skills, particularly recognising and counting numbers n build on the already good assessment systems to identify precisely children's starting points and to show the good progress children make from when they first start n strengthen the plans for professional development to drive the quality of teaching further and secure the highest levels of achievement for all children.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of parts of the premises used for childminding. n The inspector talked with the childminder at appropriate times and reviewed an activity with her. n The inspector observed and discussed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector viewed written feedback from parents and took account of their views. n The inspector viewed evidence of the suitability of the childminder. She discussed the childminder's self-evaluation information with the childminder and viewed a range of documentation, including the childminder's paediatric first-aid certificate and public liability insurance.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands how to recognise signs and symptoms of possible abuse. She knows the local reporting procedures to follow if she is concerned about a child's welfare. The childminder accesses safeguarding and wider child protection training and she uses a wide range of guidance to refresh and increase her knowledge to a good level. The childminder assesses risk in all areas used for the purpose of childminding to minimise any potential hazards to children. She helps children to learn about how to keep themselves safe, for example in the event of a fire. The childminder reflects effectively on her environment and resources. For example, she regularly rotates her many resources and books from the local library to help keep children continually motivated and eager to learn.

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Quality of teaching, learning and assessment is good

Overall, the childminder makes good use of opportunities to promote children's learning. For example, she responds quickly to young children's keen interest in animals. Children independently select animal picture books and correctly match toy animals to the pictures. The childminder uses skillful questioning alongside children's play, for example when children used imaginary play to pretend they were a cat. The childminder acknowledges their play to further build children's confidence and self-esteem. On the whole, the childminder monitors and evaluates children's learning well to identify what children need to learn next. Parents are kept well informed about their children's progress to support their children's ongoing care, learning and development.

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Personal development, behaviour and welfare are good

Young children are extremely happy, confident and independent learners. They thoroughly enjoy the company of the childminder and have built positive relationships with her. Children are emotionally secure. The childminder promotes children's healthy lifestyles well. For example, children enjoy plenty of fresh air and exercise and the childminder cooks freshly prepared nutritional meals, such as pasta with freshly cooked sauce, jacket potatoes and lasagne. Children regularly mix with other children, for example when they attend local stay-and-play sessions. This helps to further promote their social skills and their sense of identity within the wider community. The childminder gains key words from parents in their home language and uses these well to celebrate children's home language and experience. The childminder is a good role model. She sensitively reminds children to show good manners.

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Outcomes for children are good

Children learn key skills for the next stages in their development and in readiness for their eventual move to nursery and school. They make good progress from when they first start. Young children are helped to potty train in partnership with parents. They confidently attempt self-help skills, such as washing and drying their hands and feeding themselves at mealtimes. Young children are confident communicators and use single words and gestures to communicate their needs and wants. Children develop good manners from a very young age.

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Setting details

Unique reference number EY540788 Local authority Bromley Inspection number 10090355 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 - 9 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in West Wickham. She operates Monday to Friday, from 7.30am until 6pm, for most of the year.

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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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