Childminder EY470916

Inspection date

Previous inspection date 2 March 2016 Not applicable

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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 provides a warm and welcoming environment where children settle quickly and feel safe. She has a good knowledge of children's routines and supports their individual needs effectively.  The childminder has good relationships with parents and works in partnership with them to support children's development. She regularly shares information and encourages parents to be involved in ongoing planning for their children's learning.  The childminder has strong relationships with other settings that children attend. She talks regularly to key persons and shares all observations and assessments with them. Together they provide a consistent approach to support children's progress.  The childminder uses observations and assessments effectively to identify challenging next steps to support children's development. All children make good progress in preparation for future learning.  The childminder is committed to continuously improving. She has recently completed

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This provision is good

her childcare qualification, which has had a positive impact on her knowledge and understanding of how children learn.

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It is not yet outstanding because:

 The childminder does not always provide opportunities for younger children to explore independently during some activities.  The childminder does not always give children enough time to process information or have a go at responding independently.

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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

 broaden the range of materials and resources that children show interest in, to enable all children, especially younger ones, to explore independently  give children enough time to consider information and questions to enable them to express their ideas and respond.

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Inspection activities

 The inspector observed activities in the indoor environment and the childminder's interactions with children.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed a range of written documentation, including policies and compulsory documentation.  The inspector viewed children's development records and tracked their progress.  The inspector viewed written feedback from parents to gain their views.

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Effectiveness of the leadership and management is good

The childminder plans a broad and interesting range of activities, which engages children and encourages them to learn. She evaluates the strengths in her practice and identifies ways to improve. The childminder welcomes the views of children and parents and incorporates them where possible. For example, a parent wanted their child to continue signing to support their communication skills; therefore, the childminder immediately implemented this into her practice. Safeguarding is effective. The childminder has a confident knowledge of her responsibilities, underpinned by her detailed policies. She understands how to report any concerns she has for a child to protect their welfare.

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Quality of teaching, learning and assessment is good

The childminder takes the children's lead and provides good extension to their ideas. Children enjoyed having a go at completing shape puzzles and the childminder used simple language to develop their knowledge, for example, 'That is a yellow star.' The childminder provided opportunities for children to take part in role play and helped younger children to join in. For example, she showed them how to hold and feed a baby. The childminder monitors children's achievements and incorporates children's next steps and interests when she plans activities to extend their learning. Her assessments are detailed and show the good progress children are making.

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Personal development, behaviour and welfare are good

Children are happy and have secure relationships with the childminder. She makes children feel welcome and part of her home. For example, she displays their artwork for them to see. The childminder promotes children's independence and self-help skills. For example, she encourages them to wash their hands before eating. The childminder is a positive role model; she teaches children how to behave appropriately and praises positive behaviour. For example, she reminds children to take turns and share. The childminder supports children's emerging social skills, for example, when they attend a variety of toddler groups.

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Outcomes for children are good

Children are confident and show enthusiasm to learn. They learn a good range of skills that prepare them for future learning and the move to school. Children's physical skills develop well. For example, younger children use walkers while older children have opportunities to use climbing equipment and go for walks in the woods. Children are learning to listen and are beginning to grasp early mathematical skills, such as counting.

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Setting details

Unique reference number EY470916 Local authority Surrey Inspection number 961127 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2013. She lives in the village of Beare Green, near Dorking, Surrey. The childminder works Monday to Thursday, from 7am until 7pm.

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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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