Jenkins, Melanie Ann

Inspection date

Previous inspection date 6 May 2015 17 November 2008

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder forms secure relationships with children. She listens and responds to children's interests. This encourages positive attitudes towards learning which means children actively learn through play.  The childminder has a secure understanding of safeguarding and the procedures to follow if she had concerns about a child. Children play in a safe and secure environment because the childminder carries out robust risk assessments.  The childminder has positive relationships with parents. She informs them about all aspects of their children's development to ensure she continually meets the individual needs of all children.  The childminder engages in conversation with children to extend their thinking during activities. As a result, children's language and communication skills are developing well.  The childminder monitors children's progress well through effective observation, assessment and planning procedures.

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It is not yet outstanding because:

 The childminder does not always use all opportunities to develop children's understanding of number through everyday play and routines.  The childminder sometimes misses opportunities to support children's literacy skills further. For example, there are fewer opportunities for children to see print outside, to strengthen their understanding that print and symbols carry meaning.

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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

 develop children's understanding of number by giving them every opportunity to count as they play and take part in everyday routines  help children to develop early literacy skills further, by increasing the use of print throughout the environment.

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Inspection activities

 The inspector carried out a tour of the premises with the childminder.  The inspector held discussions with the childminder about children's engagement in activities, and their development and progress.  The inspector observed the childminder engaging in a variety of learning experiences with the children.  The inspector looked at a selection of documentation including children's learning journals, records and written policies.

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who attend. This is good

The childminder has a good understanding of how children learn. She gathers information from parents about children's likes, interests and dislikes, and spends time getting to know the children well. Therefore, she provides activities and resources that support the individual needs and learning styles of each child. As a result, children make good progress in their learning. The childminder skilfully teaches children an understanding of shape and colour, such as when they construct towers. However, the childminder does not always extend activities to encourage an understanding of number, such as counting skills. The indoor environment is rich in print. Children enjoy choosing and sharing books with the childminder, listening with interest to the stories she reads. There are fewer opportunities for children to see the written word outside in the garden to encourage their developing literacy skills even further.

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good

The childminder provides a safe and welcoming environment for children. As a result, children are very happy and confident in the childminder's care. The childminder displays children's artwork to provide a sense of belonging. She gives children lots of praise to develop their self-esteem. This helps children learn to share, take turns and behave well. The childminder teaches children to learn an understanding of personal safety. She discusses road safety with them when walking in the community and practises the fire evacuation process regularly. Children learn independence. For example, the childminder encourages children to put on their coats and boots before they go outside. The childminder promotes children's good health. Children enjoy daily fresh air and exercise in the garden, and on outings in the local community. The childminder provides healthy snacks and meals for children, and they follow good hygiene routines.

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provision is good

The childminder has a secure understanding of the requirements of the Early Years Foundation Stage. She has a range of policies which outline the procedures she follows to manage her practice. The childminder has addressed all recommendations from the last inspection. She regularly shares information on children's progress with parents. They work together to help children move on to the next stages of their development. The childminder meets up with other childminders to discuss good practice and attends training. This enables her to develop her provision and has a positive impact on children's learning experiences. For example, recent changes to her environment mean resources and activities are more accessible and inviting. The childminder develops good partnerships with other settings children attend, to promote consistency in learning.

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Setting details

Unique reference number EY375964 Local authority Surrey Inspection number 829454 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 17 November 2008

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Telephone number

The childminder registered in 2008. She lives in Walton-on Thames, Surrey. The setting operates from Monday to Wednesday from 7.30 am to 6 pm for most of the year.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

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

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