Marshall, Teresa Ann

Inspection date 25 June 2019 Previous inspection date 29 October 2015

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This inspection: Outstanding 1

Previous inspection: Good 2 Effectiveness of leadership and management Outstanding 1 Quality of teaching, learning and assessment Outstanding 1 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Outstanding 1

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This provision is outstanding

n The highly experienced childminder demonstrates excellent skills in supporting children's learning. She plans innovative, inspiring activities and presents children with exceptional challenge, which helps them to make high rates of progress. n Partnerships with parents are excellent. They say, 'We receive regular support for home learning and updates about our child's progress both verbally and through photographic evidence.' Parents are actively involved in their children's learning. They contribute to the initial assessments of children's starting points on entry, and they are kept very well informed about their progress. n Children show high levels of curiosity and concentrate superbly for their age. Children show delight when they interact with the childminder and other children and show extremely strong relationships. n Children behave exceptionally well for their age. The childminder helps them to begin

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This provision is outstanding

to understand some age-appropriate boundaries in her home. She supports their developing understanding of how to keep themselves safe as they play and during the walk to, and from, school. n The childminder continually reviews her provision and updates her skills through highly effective professional development opportunities. She meets with other local childminders, where she shares her practice, to ensure the best possible outcomes for children.

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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 extend further the childminder's knowledge of how children learn to enhance the quality of her teaching and children's development even more.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents spoken to during meetings and written feedback provided. n The inspector checked all areas of the premises used for childminding.

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Effectiveness of leadership and management is outstanding

Safeguarding is effective. The childminder ensures her practice reflects current guidance and legislation and keeps children safe. She knows to contact external professionals should she have any concerns about the welfare of a child in her care. The childminder ensures her home is safe and secure. Risk assessments carried out are highly effective. Self-evaluation is excellent. The childminder continuously looks for ways she can enhance her provision. She develops excellent plans for improvement and takes account of the views of parents and children. She intends to enhance her knowledge about how children learn to further develop how she supports children's different learning styles. The childminder provides parents with an abundance of ideas for activities that they can use to support their children's learning at home. For example, she has made resources for older children to practise their early writing skills.

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Quality of teaching, learning and assessment is outstanding

The childminder has an excellent understanding of how young children learn and develop. She makes accurate and precise assessments of children's learning and uses these exceptionally well to plan highly stimulating activities that focus sharply on what children need to learn next. Any gaps in progress are promptly identified and successfully targeted. Children have a wealth of opportunities to learn about dinosaurs and the ice age. They show great persistence when retrieving dinosaur fossils from ice. The childminder greatly enriches children's listening, understanding and speaking skills using a variety of activities, including the use of stories and songs. Younger children benefit from a visual timetable to help them order the routine of the day. The childminder encourages children to think critically. For example, children adjust the tilt of the drainpipe in order to vary the speed of the vehicle travelling along it.

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Personal development, behaviour and welfare are outstanding

Children flourish in the childminder's care. They rapidly grow in confidence and display high levels of self-esteem. The childminder is an exceptional role model and treats children with kindness and respect. She patiently takes time to involve children in the routines of the day and extends their learning as much as possible. Children love to be independent. They learn how to keep themselves safe, for example using a knife safely at snack time and when on roads. High-quality information is gathered from parents when children first start attending and during the child's time in the setting. The childminder uses this exceptionally well to provide continuity in children's emotional and physical well-being.

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Outcomes for children are outstanding

Children are consistently stimulated and show great enthusiasm in self-chosen and planned activities. Children make excellent progress in their learning. They are exceptionally well prepared with the skills and knowledge they require when they start school. Children show very high levels of fascination during activities and persist with tasks even when challenges occur. They very ably apply mathematical skills, for example when measuring ingredients to make salt dough. They thoroughly enjoy times when the childminder reads them stories.

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Setting details

Unique reference number EY398891 Local authority Bromley Inspection number 10060319 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 3 - 12 Total number of places 6 Number of children on roll 7 Date of previous inspection 29 October 2015

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Registers

The childminder has been registered since 2009. She lives in the London Borough of Bromley. The childminder provides her service all year round, including during school holidays and on some weekends. She is in receipt of funding to provide free early education for children aged three and four years. The childminder holds an appropriate level 3 qualification.

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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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