Dunlop, Sarah

Inspection date

Previous inspection date 19 November 2015 23 April 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 a good understanding about her role and responsibility in promoting children's learning and welfare. She provides a wide range of activities that motivate children's play and promote their good progress.  The quality of teaching is good. The childminder knows children well; she uses her observations and assessments of their key achievements to monitor their progress effectively.  The childminder uses a range of resources and activities to teach children about other cultures and communities. This helps children to learn how to value and respect the differences between themselves and others.  The childminder provides younger children with cuddles and reassurance to ensure that they settle happily into their routines. This promotes children's emotional well-being effectively.  The childminder regularly evaluates her provision to guide improvement. She makes ongoing changes that have a positive impact on outcomes for children.

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It is not yet outstanding because:

 The childminder does not always gather detailed information from parents when children first start at the setting to help her plan even more precisely for their learning.  Children do not always have opportunities to be able to choose toys and resources that promote their independent self-chosen play.

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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

 increase the depth of information obtained about children's learning and development on entry to further enrich the planning process  review the organisation of resources so all children can independently choose what they want to use to challenge and stimulate their own learning.

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Inspection activities

 The inspector observed the quality of teaching and conducted a joint observation with the childminder.  The inspector toured the parts of the childminder's house used by children.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents, provided in writing.  The inspector looked at the documents available, including children's learning records, policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder places a strong importance on providing a safe and secure environment for children. She teaches them routines that build their understanding of keeping themselves safe and healthy. The childminder has recently updated her safeguarding training. She knows about current practices, including what action she would take if she had concerns about a child's welfare. The childminder is committed to providing children with a good quality provision. She embraces any training opportunities and is proactive in gaining information that enables her to build upon her skills and knowledge. The childminder uses her good relationship with parents to gain their views about her setting; she uses this to guide her continuous improvement effectively.

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Quality of teaching, learning and assessment is good

The childminder regularly checks children's progress, and assesses their learning to provide activities that stretch and challenge them well. Children demonstrate that they are motivated in their learning. For example, older children enjoy learning about mixing different coloured paints as they confidently experiment in their creative play. Children learn new physical skills as the childminder supports them well. For instance, babies enjoy learning to feed themselves and respond well to the childminder's positive praise. The childminder promotes children's speech and language skills well. For instance, children use a wide range of vocabulary and listen carefully to the childminder, responding thoughtfully to her questions. Children who are learning English as an additional language are supported well by the childminder to enable their continued good progress.

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Personal development, behaviour and welfare are good

The childminder creates a welcoming environment and demonstrates a warm and caring approach to children's care. She promotes children's sense of belonging well; for instance, she displays their creative artwork, which helps children to develop their self-confidence and self-esteem in their achievements. The childminder promotes children's positive behaviour so that children learn to value and respect the needs of others. Children are kind and caring towards each other and develop strong bonds. The childminder promotes children's healthy routines. For example, she provides children with a range of nutritious home-cooked meals and snacks. Children benefit from regular exercise and fresh air by making use of the outdoors, for instance, through trips to the park and playing in the childminder's garden.

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Outcomes for children are good

Children make good progress in their learning and development. Older children develop early mathematical and literacy skills that help support them in being ready for school.

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Setting details

Unique reference number EY371965 Local authority Surrey Inspection number 829254 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection 23 April 2009

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Telephone number

The childminder was registered in 2008. She works in Woking, Surrey and provides her service Monday to Friday from 7.30am to 6.30pm, for most of the year. The childminder receives funding for the provision of free early education for children aged two, three and four years.

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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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