Childminder EY296341

Inspection date

Previous inspection date 29 February 2016 19 January 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

 The childminder makes effective use of observations to monitor children's learning. She develops her knowledge about what children have achieved and how she can move them on further.  The childminder works in partnership with parents to provide continuity for the children. For example, she gathers information about children's experiences at home and builds on these in her provision.  The childminder promotes children's understanding of how to be healthy. For example, she encourages children to have positive attitudes towards healthy foods, and ensures they have lots of fresh air and exercise.  Children progress well. The childminder notices any gaps in children's learning and provides appropriate support to improve outcomes.  The childminder actively develops her knowledge about her role using a variety of methods. For example, she ensures she understands changes in legislation as they occur, and updates her knowledge and skills to improve her teaching abilities.

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It is not yet outstanding because:

 The childminder does not always allow children enough time to explore resources, or to consider their thoughts during some interactions and activities.  The childminder does not always make effective use of questions, to encourage children to consider their own thoughts and develop their ideas.

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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

 consider the pace of interactions with children, to allow children more time to explore and to develop their ideas  increase the use of questions during everyday activities, to help children further develop their thoughts, and talk about their experiences and ideas.

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Inspection activities

 The inspector observed activities indoors and discussed children's outdoor experiences with the childminder.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records.  The inspector checked evidence of the childminder's qualifications and her suitability checks.  The inspector and the childminder jointly evaluated the effectiveness of an activity.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder demonstrates a confident knowledge of safeguarding procedures and what to do if she is concerned about a child's well-being. She shares these procedures with parents through her detailed policies. The childminder establishes strong partnerships with the other settings that children attend. She actively shares information to ensure continuity for children. For example, she follows the same behaviour management strategies as the other settings. The childminder evaluates her practice well to improve the outcomes for children. She takes account of the views of children and parents. For example, she has improved her provision for teaching children about healthy practices, following parents' feedback.

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Quality of teaching, learning and assessment is good

The childminder provides good, personalised learning experiences for the children. She knows what they are interested in and follows their cues as they play. For example, when children show interest in pasta shapes, she extends learning by providing pasta tubes and spaghetti. Children intently thread the spaghetti through the tubes. They enjoy meeting challenges in their play. The childminder gives children plenty of opportunities to solve problems. For example, she encourages them to think carefully about how they can work out where puzzle pieces fit. The childminder promotes children's tolerance of diversity. For example, children play with resources that reflect diversity and discuss differences in their families, such as who has siblings and who does not.

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Personal development, behaviour and welfare are good

The children have close relationships with the childminder. They play, chat and laugh together, and children show they feel secure in her care. The childminder provides a stimulating learning environment. For example, children develop a good sense of belonging and take pride in their displays of work and photographs. They play independently, choose the toys they want to play with and choose them with ease. The childminder motivates and encourages children successfully. For example, she praises their achievements and helps them to develop good levels of confidence. The childminder pays high regard to encouraging children to share. She strives to ensure children are ready when the time comes for them to attend other settings, such as school.

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Outcomes for children are good

Children develop good early reading skills. For example, they begin to recognise letters and sounds. They learn to control tools as they enjoy colouring activities in preparation for future writing. Children learn to count well as they play. They develop social skills and form friendships. For example, they talk about their friends as they play and save resources for them.

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Setting details

Unique reference number EY296341 Local authority Surrey Inspection number 837634 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 19 January 2012

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Telephone number

The childminder registered in 2005. She lives in Hurst Green, Surrey. The childminder's service opens five days a week, all year round. She also cares for children before and after school. The childminder has a recognised early years qualification at level 3.

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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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