Duarte, Carla Filipa

Inspection date

Previous inspection date 30 November 2015 28 February 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

 Children develop strong bonds with the childminder. They explore the environment freely and are happy and confident.  The childminder observes and assesses children's achievements effectively, in order to plan activities and play experiences that help them to make good progress.  The childminder supports children's communication and language development well. For instance, she talks to younger children about what they are doing and encourages older children to talk about what they see as they read books together.  The childminder establishes good partnerships with parents and other professionals. A three-way flow of information sharing enables all involved in children's care to meet individual needs. This also helps parents to extend children's learning at home.  The children learn how to keep themselves safe. For example, they regularly practise the fire evacuation plan and listen carefully to the childminder when she reminds them

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This provision is good

not to stand on the toys in case they fall.

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It is not yet outstanding because:

 The childminder does not always encourage children to link sounds with letters during activities, to support their early literacy skills.  The childminder does not always provide opportunities for younger children to freely explore resources that give them first-hand experience of the natural world.

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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

 provide more opportunities to extend children's early literacy during activities, by encouraging them to link sounds with letters  provide more opportunities for younger children to explore resources which give them rich, first-hand experience of the natural world, to engage their interest still further.

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Inspection activities

 The inspector observed the children playing inside.  The inspector looked at children's development records, a selection of policies and procedures, and the medication records.  The inspector talked to the childminder and the children at appropriate times during the inspection.  The inspector took account of the written views of parents and considered these.  The inspector viewed the areas children play in.

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Effectiveness of the leadership and management is good

The childminder knows the children and their families well. She knows how children prefer to learn and provides a wide range of resources that enable younger children with short attentions spans to move quickly from one activity to another. Safeguarding is effective. The childminder has attended child protection training and is confident in the referral process should she have any concerns. The childminder develops professionally to improve the outcomes for children. She attends training to update her knowledge and has addressed previous recommendations, which has had a positive impact on the children. The childminder evaluates her practice and involves parents in this process. Parents are happy with the service the childminder provides and feel that she provides a 'home from home' environment, where children are safe and happy.

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Quality of teaching, learning and assessment is good

The childminder provides a welcoming and accessible child-friendly environment. She plans a good range of activities that reflect children's interests and abilities. She regularly checks children's progress and identifies their next steps in learning, which she shares and agrees with parents. The childminder interacts well with the children and supports their learning further with questions that encourage them to think for themselves. For example, older children correctly name colours and shapes as they draw and create pictures. Children develop physical skills and an early understanding of technology. For example, they push buttons on the toy computer and listen carefully to the different noises and sounds it makes. Older children use their imagination well; for example, they pretend to write letters to family members.

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Personal development, behaviour and welfare are good

Children are happy and confident, and children new to the setting are settled. They comfortably explore the environment as they begin to determine their own play. Children are well behaved. They listen carefully and follow instructions well, which helps to prepare them well for school. Children learn about the wider world and the differences between each other. For example, the childminder has dual-language books that she encourages all children to look at. Children enjoy healthy snacks. Older children independently wash their hands and know they are washing germs away.

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Outcomes for children are good

Children make good progress in their learning and development in relation to their starting points. Older children count, and name colours and shapes as they play. Younger children are developing their independence as they chose what to play with.

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Setting details

Unique reference number EY435113 Local authority Surrey Inspection number 838949 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 5 Number of children on roll 8

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Name of provider

Date of previous inspection 28 February 2012

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Telephone number

The childminder registered in 2011. She lives in Farnham, Surrey. The childminder works Monday to Friday, all day, 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

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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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