Childminder in Surrey

Inspection date

Previous inspection date 5 October 2015 30 November 2009

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has strong relationships with the children in her care. They are confident and settled and demonstrate a good sense of belonging.  Partnerships with parents are good. The childminder works alongside the parents to support their children's development, promoting consistency in children's learning.  The childminder promotes a healthy lifestyle with the children. They spend ample time outside engaging in physical play and having fresh air.  The childminder's home is a safe environment for children to enjoy and explore in. She regularly reviews any risks and deals with them promptly.  Children enjoy a good selection of activities during their time with the childminder. She regularly reviews their development to fully support them. As a result, they make good progress in their development.  The childminder reflects on her practices and has made many changes to her practices since her last inspection. For example, the childminder has introduced the use of topics

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This provision is good

to her planning to extend the learning opportunities she provides the children.

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It is not yet outstanding because:

 The childminder does not make use of opportunities to teach children about and how to use information and communication technology equipment.  The childminder has a strong focus on teaching children about numbers and counting. However, other parts of their mathematical development are not as well supported, for example, their understanding of shape and space.

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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

 expand opportunities for children to learn about technology  continue to develop opportunities for children to learn about mathematics, in particular shape and space.

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Inspection activities

 The inspector looked at a sample of the childminder's documentation.  The inspector observed activities and the quality of the childminder's interactions with the children.  The inspector talked to the childminder about her self-evaluation.  The inspector looked at the areas of the home used by the children.  The inspector completed a joint observation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding children. She has a good awareness of what to look out for and the process to follow if she has a concern about a child's welfare. The childminder has kept her knowledge up to date since her last inspection. She has learnt about new legislation and has implemented this into her practices to ensure children's safety is paramount. The childminder has formed positive relationships with the local nursery. This allows her to work with them to be consistent and fully support the children's development. The childminder has effective policies and procedures which she implements on a daily basis to support her good practices. These are shared with the parents so they understand her responsibilities.

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Quality of teaching, learning and assessment is good

The childminder has a good selection of toys and resources overall, which are stored appropriately for children to choose for themselves. This promotes children's independence and decision-making. The childminder provides activities which promote children's mathematical development. For example, children enjoy completing number puzzles. The childminder supports children's counting skills, such as by counting the puzzle pieces together. As a result, children enjoy learning about numbers and counting. Children enjoy sensory experiences to develop their creativity. For example, the childminder provides them with glittery, coloured play dough to explore, and children use their imagination as they create their own models from it. The childminder stays nearby children to support their communication and language. She talks to them and uses opportunities, such as questions, to extend their learning.

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Personal development, behaviour and welfare are good

The childminder has effective settling-in practices in place to support the needs of both the children and parents. As a result, children settle quickly with her. The childminder has strong relationships with the parents and children in her care. Children feel comfortable to share their opinions and views with her. She uses opportunities and experiences, such as spending time in the local community, to develop children's understanding of diversity and different cultures. She makes the most of local playgroups to provide children with social interactions with larger groups of children. As a result, children are confident to mix with others and learn to respect each other. Children behave well.

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Outcomes for children are good

The childminder regularly reviews children's progress to create planning to meet the individual needs of the children that attend. As a result of her teaching, the children in her care make good progress in their learning and development. Children are well prepared for the next stage of their learning and going to school.

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Setting details

Unique reference number EY387115 Local authority Richmond upon Thames Inspection number 838280 Type of provision Childminder Day care type 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 30 November 2009

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Telephone number

The childminder registered in 2008. She lives in Twickenham, in the London Borough of Richmond. She offers care Monday to Friday between 8am to 6pm, but is flexible to meet the needs of the parents.

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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 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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Telephone number

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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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