Childminder EY235642

Inspection date 20 March 2019 Previous inspection date 25 April 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 Children have access to many stimulating activities within the home and when they attend external groups. This builds on their social skills and provides them with motivation to learn. n The childminder has a good knowledge of how children learn and develop. This enables her to plan and provide exciting opportunities that help children progress in their learning and development from their starting points. n The childminder reflects on her practice and is keen to improve her work continually. For example, she has purchased a range of musical instruments to enhance children's creative development. n The childminder uses information about children to ensure that she challenges them effectively. Children make good progress in their learning. n Children are happy in the care of the childminder. Relationships are very good. A gradual settling-in procedure that is agreed with parents, in accordance with their

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This provision is good

child's needs, helps children to feel emotionally secure. n The childminder supports children's physical development effectively. She provides a variety of activities that challenge children to develop their fine-motor skills. n The childminder does not consistently use children's performance information to quickly identify any gaps in their learning.

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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 strengthen the use of children's performance information to identify and close any gaps in children's learning.

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What the setting needs to do to improve further

Inspection activities n The inspector looked at areas of the premises that are used for childminding, including the outdoor area. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder to work with children, training certificates, risk assessments and looked at a sample of her policies and procedures. n The inspector spoke with the childminder at convenient times during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has kept up to date with new child protection guidance. She has a clear understanding of how to identify signs that a child is at risk of harm, and knows the correct procedures to follow to help assure children's welfare. The childminder monitors and evaluates the quality of her provision well, and obtains the views of parents and carers to help her make ongoing improvements. The childminder maintains good standards of safety in her home and on outings. This keeps children secure and helps them to learn about staying safe. The childminder has good relationships with parents and regularly involves them in their child's learning.

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Quality of teaching, learning and assessment is good

The childminder plans children's learning effectively, and uses good teaching skills to adapt activities to keep children challenged and interested. For example, she supports younger children's curiosity to explore shape sorting. The childminder extends this for older children, challenging them to name shapes as they post them in the shape sorter. The childminder has a kind and caring approach, and interacts purposefully with children during their activities. She supports children's language development well. For example, she introduces younger children to animal sounds as they look at books. Older children develop early literacy skills as they enjoy story time with the childminder. The childminder supports children's early mathematical skills. For example, she supports them to count to five when building towers before they knock them down.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She is calm, kind and teaches children good manners. The childminder regularly praises children, which promotes their emotional well-being effectively. Children develop a good understanding of their local community. They visit the library, and take regular trips to playgroups where they have opportunities to socialise with children in larger groups. The childminder successfully supports children's physical skills during daily trips to local parks and play areas. She ensures that children learn about their own safety. For example, younger children learn to cross roads with the crossing patrol person when accompanying older children to and from school.

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Outcomes for children are good

Children are interested and motivated to learn. They engage well in their play and are confident. Children develop good skills that prepare them well for their next stage of development and eventual move to school. Children learn how to be independent. For example, younger children learn to feed themselves. Children play with a range of resources and are supported to make choices and follow their interests in their play.

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Setting details

Unique reference number EY235642 Local authority Bromley Inspection number 10061921 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 0 - 2 Total number of places 5 Number of children on roll 2 Date of previous inspection 25 April 2016

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Registers

The childminder registered in 2003 and lives in Petts Wood, Orpington, in the London Borough of Bromley. She operates all year round from 7am to 6pm, Monday to Thursday. The childminder has an appropriate early years 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

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

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

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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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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