Childminder in Surrey

Inspection date

Previous inspection date 22 February 2016 13 September 2010

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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 Outstanding 1

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This provision is good

 Children play in a bright, safe, welcoming and homely environment. The childminder undertakes regular risk assessments to identify possible hazards and minimise these.  The childminder develops children's self-esteem and independence exceptionally well, using every opportunity to encourage and praise them for their achievements. Children choose what they want to play with to extend their own play and learning.  Children make good progress. The childminder provides children with a wide range of learning opportunities that interest and motivate them. Children develop the key skills they need to be ready for the next stage in their learning.  The childminder continually evaluates her practice and takes account of the views of parents and children. She has a positive attitude towards her professional development. For example, she regularly attends training and researches online to keep up to date with changes in childcare practice and to gain new ideas.

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It is not yet outstanding because:

 The childminder does not always make the most of her good partnerships with parents to encourage them to share a wider range of information about their children's learning at home.  The childminder has not fully developed her monitoring process to precisely identify children's achievements, to raise outcomes for them from good to outstanding.

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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

 strengthen ways to engage parents in sharing information about their children's experiences and achievements at home  strengthen further the already good monitoring processes to identify children's achievements and use these precisely to raise outcomes for children from good to outstanding.

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Inspection activities

 The inspector observed areas of the home used for childminding.  The inspector observed interactions between the childminder and the children while they were playing.  The inspector sampled a range of documentation, including records relating to children, safeguarding procedures and feedback from parents.  The inspector talked with the childminder and the children.  The inspector sampled parents' letters to gain their views about the childminding provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is aware of the procedures to follow if she had a concern about a child. She maintains accurate records and has effective procedures to promote children's good health and safety. For example, children regularly take part in emergency evacuation practises to learn how to keep themselves safe. The childminder has good links with schools and other settings that children attend in order to share information regularly. This helps to promote continuity in children's learning. The childminder reflects on her practice and the impact of this on children's care and learning. Parents are complementary of the childminder and the care their children receive.

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Quality of teaching, learning and assessment is good

The quality of the childminder's teaching is consistently strong. She gathers information from parents about children's starting points and observes children carefully. The childminder has a good understanding of how children learn and develop. She ensures that children enjoy a variety of interesting experiences in her well-resourced and clean environment. Children develop good literacy, communication and language skills. For example, when the childminder reads stories to them, she encourages children to get involved, repeating sentences they know and talking about the characters. The childminder works with the children to extend their learning and to challenge them. For example, while children create models, patterns and shapes in dough, the childminder introduces mathematical language to help them compare size and shape.

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Personal development, behaviour and welfare are outstanding

Children settle quickly and have very strong relationships with the childminder. They have excellent opportunities to learn about the world around them. For example, they watch pictures of birds nesting inside bird boxes through the cameras inside and learn to identify the different birds in the garden. The childminder provides an extremely wide range of opportunities for children to learn about the differences between themselves and others. For example, children enjoy playing with the interesting resources and have frequent trips into their local community to develop an excellent understanding of the different roles people have in the community.

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Outcomes for children are good

Children are exceptionally confident and independent. They have an excellent understanding of how to behave. For example, they share, take turns and consider the younger children in their play. Children eagerly take part in daily routines with the childminder, such as laying the table for meals and clearing up afterwards. They make good progress and develop the necessary skills to prepare them for the next stage in their learning.

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Setting details

Unique reference number EY239588 Local authority Surrey Inspection number 832892 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 13 September 2010

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Telephone number

The childminder registered in 2002 and she lives in Ashtead, Surrey. The childminder provides care Monday to Friday, throughout 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 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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