Smith, Natalie Clare

Inspection date 10 May 2019 Previous inspection date 19 October 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 Good 2 Outcomes for children Good 2

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This provision is good

n The childminder evaluates her service effectively. She uses verbal feedback from parents to help assess the quality of the service. This helps her to maintain good standards and make continuous improvements. n The childminder provides children with a wide range of activities to promote their learning and development, in her home and in the wider community. All children progress well from their starting points. n The childminder contributes to children's good social and emotional development. She models positive behaviour and builds warm relationships with children. Children's emotional well-being is supported well. n The childminder works effectively in partnership with others. She shares information with parents and school staff to help support continuity of children's care and learning. n The childminder does not routinely consider what children need to learn next when planning activities. n Children have few opportunities to learn about their backgrounds, or those of others

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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 link between planned activities and what children need to learn next n enhance children's understanding of their backgrounds and other cultures and communities.

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What the setting needs to do to improve further

n The inspector observed and discussed a children's activity with the childminder. n The inspector looked at the areas of the childminder's home used by children both inside and outdoors. n The inspector reviewed documents, including children's activity plans, attendance registers, evidence of professional development and suitability checks for household members. n The inspector observed the quality of interactions between the childminder and the children, and assessed the impact of these on children's learning and development.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes training to increase her safeguarding knowledge. She understands how to identify the potential risks posed to children and knows how to respond if she has concerns about a child's welfare. The childminder considers the needs of children well, and takes effective steps to make continuous improvements to her service. For example, she has introduced more opportunities for children to use their imagination as they play outdoors. The childminder makes good use of resources within her local community to extend children's learning experiences. For example, children take part in learning opportunities away from her setting, such as visits to the park and library. The childminder demonstrates a commitment to her professional development and attends workshops, for example how to support children's mathematical development, to further improve outcomes for children in her care. This contributes well to the progress children make.

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Quality of teaching, learning and assessment is good

The childminder offers activities that children enjoy and engage with. For example, she provides additional support for children's communication and language development through frequent opportunities to sing, share stories and interact with other children away from her setting. The childminder uses her training to help support children's mathematical development well. For instance, she encourages toddlers to work out if their arms can fit into different-sized hoops as they play games together. Toddlers demonstrate their developing understanding of technology as they press buttons to hear sounds on electronic books. The childminder establishes a two-way flow of information with parents and school staff about children's experiences. She makes accurate assessments of children's learning, and uses what she knows to build effectively on what children know and can do. For example, she offers additional encouragement to help

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Quality of teaching, learning and assessment is good

less-confident children with their physical skills.

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Personal development, behaviour and welfare are good

The childminder builds close bonds with children and their family members. Children show that they are happy and secure in her care. The childminder supports children to develop friendships, for example as they visit a playgroup. This helps to develop children's social skills, and they behave well. Children show that they are able to focus and concentrate, for example when they hammer cylinders through holes. The childminder works well with parents to meet children's individual care needs. She has effective arrangements to help ensure children's safety and welfare, such as assessing risks in her home and when on visits.

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Outcomes for children are good

Children learn the skills they need to for future learning. Toddlers show growing confidence in their physical skills, laughing as they run. They communicate their needs well and babble often as they interact with others. Older children practise the literacy skills they learn at school. Children are well prepared for their next stages in learning and for school.

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Setting details

Unique reference number EY343775 Local authority Bexley Inspection number 10061524 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 - 11 Total number of places 6 Number of children on roll 13 Date of previous inspection 19 October 2015

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Registers

The childminder registered in 2006 and lives in Sidcup, in the London Borough of Bexley. She operates every weekday from 7am to 6pm. The childminder provides funded early education for children aged 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

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