Childminder 507439

Inspection date

Previous inspection date 23 February 2016 9 June 2011

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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

 Partnerships with parents are good. The childminder keeps parents well informed about children's welfare and learning. They work well together to support children's learning at home and in the setting.  The childminder's teaching is good. She skilfully questions children during their play and provides challenge. Children make good progress.  The childminder is actively involved in children's play and successfully supports their communication and language skills. For example, she talks to children about details needed as they draw people on a bus.  The childminder has created a culture and environment, which values and celebrates diversity and where children learn about differences. For example, they share a story about a hedgehog who wants to be different to his friends and then talk about the issues as they make a playdough hedgehog.

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It is not yet outstanding because:

 The childminder does not consistently develop relationships with other settings that children attend to enable her to build on what children learn elsewhere.  The childminder relies on her skills and experience to monitor children's progress well, but does not use the range of early years guidance and research available to track their progress even more precisely.

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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

 develop a more consistent approach to making links with other settings that children attend to build on what they learn elsewhere  use all available opportunities and resources to track children's progress even more precisely.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the childminder's home used by children.  The inspector looked at relevant documentation, such as policies, suitability checks and children's records.  The inspector took account of parents' written views.

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Effectiveness of the leadership and management is good

The childminder effectively evaluates her practice and uses the contributions that children and parents provide to make improvements. The childminder is committed to improving her professional knowledge. For example, she attends local childminder cluster-meetings to share ideas and information that benefit children. Safeguarding is effective. The childminder has a secure knowledge of how to keep children safe. She knows the procedures to follow should she need to report any concerns about a child's well-being.

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Quality of teaching, learning and assessment is good

The childminder successfully promotes children's independent learning and thinking skills. She gives children the time and space to solve problems independently. Children are confident in expressing their own ideas as they learn and explore. For example, children complete a jigsaw puzzle, having worked out the best way to put it all together. The childminder uses a range of strategies to skilfully support children's mathematical understanding. These include using mathematical language as children play, such as counting the number of times that the spinner spins before stopping and counting arms and legs as they draw. The childminder helps children to develop their understanding of the world they live in. For example, children plant seeds and observe the changes as they watch them grow. The childminder works closely with parents when children first start and has a good understanding of children and their families to help plan for children's needs.

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Personal development, behaviour and welfare are good

The childminder is caring and affectionate, and children have secure and trusting relationships with her. She gives children clear guidance about good behaviour and they behave well. The childminder values children's choices and encourages them to make decisions. For example, she invites children to share their ideas about how to organise the furniture for a craft activity. She gives them lots of praise for their achievements. The childminder supports children's social skills well. For example, she involves them in various activities in the local community, where they confidently socialise and learn with others. Children's good health is successfully promoted. For example, they learn about good hygiene practices, enjoy healthy snacks and participate in a variety of physical activities.

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Outcomes for children are good

Children make good progress. They are curious, confident learners and are fully engaged in their learning. Children are well prepared for their next stage of learning and develop the skills they need for their move on to school. For example, they learn to take responsibility for tasks, such as tidying up, and are very independent.

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Setting details

Unique reference number 507439 Local authority Surrey Inspection number 846828 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 1987. She operates her service from her home in Long Ditton, Surrey. She works Monday to Thursday from 8.30am to 4.30pm, all year round.

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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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