Childminder, Out-of school day care in Surrey

Inspection date

Previous inspection date 22 October 2015 12 January 2012

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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 a clear understanding of her roles and responsibilities. They are dedicated and enthusiastic about their childcare provision. Both the childminder and her assistant understand how to support children's individual and differing needs well.  The childminder provides a very warm welcome and organises the environment well for children. Children enjoy their play and the high-quality resources help them learn.  Children have very strong emotional attachments to the childminder and her assistant. They help children to feel secure and are particularly successful in encouraging children's independence and confidence.  The childminder supports children's good health. They thoroughly enjoy her home- cooked, nutritious evening meals. Children benefit from a range of activities that help them to be active after school, which contribute to their physical well-being.  Both the childminder and her assistant have effective teaching skills. They provide a

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This provision is good

wide range of interesting and challenging activities that help to promote children's development. Children make good progress in their learning.

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It is not yet outstanding because:

 The childminder's partnerships with parents and others involved in the children's early education do not fully support a joint approach to planning for their progress.

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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

 work more closely with parents and others involved in supporting children's early education to ensure a joint approach to planning for their progress.

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Inspection activities

 The inspector observed children engaged in activities indoors.  The inspector discussed the childminder's practice with her, including the impact of her teaching methods to support children's progress.  The inspector sampled a range of documentation relating to safeguarding, children's well-being, progress and development.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to follow if she is concerned about a child's welfare. She makes good use of online health, safety and child protection training to ensure her knowledge and understanding, and that of her assistant, remains current. The childminder makes good use of self-evaluation to identify ways to improve her planning. Children enjoy a good range of activities that challenge their learning. The childminder seeks the views of parents and children and discusses the effectiveness of her planning with her assistant at the end of each day to make continued improvements. The childminder monitors children's progress to plan for their next steps in learning.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder completes detailed observations on children. She uses the information to identify plans to help individual children progress. The childminder and her assistant have good relationships with parents and share some information with them about their children's learning. Children are keen to engage in the challenging activities. For example, they looked at a picture card, absorbed the detail and answered questions, which challenged their memory. The childminder's assistant is a very good storyteller. He keeps children focused by asking questions that help them think and express their own ideas. The childminder helps children to practise key early reading, writing and mathematical skills through games and practical routines, for example when they lay the table for dinner. Children benefit from a good range of outings during the school holidays to extend their learning, for example to museums, farms and the

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Personal development, behaviour and welfare are good

Children are extremely happy and have a strong sense of belonging in the childminder's home. The childminder uses her good selection of books and toys to help children understand what makes them unique. She talks to them about different types of disability, religious beliefs, traditions and lifestyles. They are very good-natured, polite and kind towards each other. Squabbles are rare because the childminder has helped children to learn how to negotiate and resolve problems. Children described very clearly what they would do in the event of a fire or if they were to get lost, demonstrating how to keep safe. Children need no reminders to follow good hygiene practice. They wash their hands and enthusiastically show off their 'clean hair' after bathing at the end of the day.

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Outcomes for children are good

Children make good progress in their learning and development and are very well prepared, emotionally and practically, for staring nursery or school. They manage their own personal care, develop a strong 'have-a-go' attitude and confidently express their views.

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Setting details

Unique reference number EY429580 Local authority Surrey Inspection number 823525 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 12 January 2012

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Telephone number

The childminder registered in 2011. She lives in Walton-on-Thames, Surrey. The premises are not accessible to wheelchairs. The childminder works with her husband who is her assistant.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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