Attuah-Ansu, Rosaline Tweneboa

Inspection date 19 August 2019 Previous inspection date 28 January 2016

p.1

This inspection: Good 2

Previous inspection: Met 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

p.1

This provision is good

n The childminder observes children regularly and makes accurate assessments to enable her to plan for their next steps in learning. Children, including those who require additional support, make good progress. n The childminder supports children's mathematical and language skills during outdoor play. For instance, children count and describe the differences between butterflies. They develop a good understanding of the natural world around them. n The childminder works closely with parents and encourages regular communication. Parents comment on how much they appreciate the up-to-date information that they receive about their children's learning and development. n The childminder supports children's communication skills well. Children demonstrate this when they discuss and plan meals to take on outings. They have good self-esteem. n Overall, the childminder provides children with a stimulating and welcoming

p.1

This provision is good

environment. For example, children explore using magnifying glasses and technological toys, such as torches. Children are motivated and interested in their learning. n On occasions, the childminder does not provide easily accessible resources outdoors to provide children with the very best level of independent choices in their play. n The childminder does not make the best possible use of professional development opportunities, to help extend her knowledge and skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n provide more opportunities for those children who prefer to learn outside to make independent choices in their play outdoors n make better use of professional development opportunities to help keep knowledge and skills up to date, and to help raise the quality of teaching to the highest level.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching activities indoors and outdoors, and assessed the impact of this on children's learning. n The inspector considered the views of children and parents spoken to on the day. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at documentation, such as assessments of children's progress, policies and procedures and the suitability of persons living in the household. n The inspector viewed the areas of the childminder's home that children use.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of the possible signs and symptoms of abuse. She knows how to report any concerns she may have about a child's welfare. The childminder ensures that her mandatory training is kept up to date. She gathers feedback from other childminders and shares good practice to help improve her setting. The childminder monitors all children's progress closely in order to identify and help close any gaps in learning. She works with other professionals and knows how to access help from outside agencies. The childminder supervises children well. She demonstrates this when she reminds children how to cut their fruit carefully with knives as they prepare their own snack. In addition, she provides wristbands with her contact details on when they go on trips. Children are safe in the childminder's home and on outings.

p.3

Quality of teaching, learning and assessment is good

The childminder has a secure knowledge and understanding of how to promote the learning and development of young children. She reads information about how to support children with specific special educational needs and/or disabilities (SEND). This enables her to support children's individual needs. For instance, she introduces pets into her home to help children build on their emotional skills and learn about caring for others. The childminder introduces mathematical concepts to children, such as 'more' and 'less' as they count and build structures with bricks. She challenges them to work things out for themselves using skilful questioning. For example, while using construction toys, children discuss different sizes and shapes of houses they have seen around the world, such as 'skyscrapers'. This helps build on young children's language skills.

p.3

Personal development, behaviour and welfare are good

Children, including those with SEND, behave well and learn to respect each other's differences. For instance, they learn to greet one another in their friend's language. Children play a wide range of instruments when they listen to stories and songs from different cultures. All children develop a positive attitude towards a healthy lifestyle. They know the importance of drinking water and staying hydrated. Children enjoy playing outside and eating nutritious snacks and meals. The childminder supports children's physical development well. Additionally, young children build their muscles as they use climbing equipment. Older children balance on scooters and tyres. This helps children to build resilience and supports their physical health and well-being.

p.3

Outcomes for children are good

Children, including those in receipt of additional funding, are well prepared for their next stages in learning and school. Children with SEND progress well from where they started. Older children demonstrate this as they listen and follow instructions during challenging games. They name parts of their bodies and can identify the coloured circles they have to land on as they play. Young children sustain interest and cooperate well with others during self-chosen activities. Children show great pride in their achievements. Older children confidently use a range of writing materials during their play. They practise their early writing skills and organise how their artwork will be displayed on the wall. Children develop good creative and early literacy skills.

p.3

Setting details

Unique reference number EY426782 Local authority Bromley Inspection number 10104461 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 28 January 2016

p.4

Registers

The childminder registered in 2011 and lives in Eltham, in the London Borough of Bromley. She works all year round from 7am to 7pm, Monday to Friday. The childminder offers funded early education for two-, three- and four-year-old children. She holds a childcare qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

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

p.5

Registers

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

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5