Weatherley, Barbara Anne

Inspection date

Previous inspection date 8 March 2016 1 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

 Children make good progress from their starting points. The childminder listens to, and responds to, children's learning needs. She provides them with activities that interest them and enable them to achieve.  The childminder has good relationships with children. She has a caring approach to their individual needs. Children develop strong relationships with her and with each other. This supports their emotional well-being effectively.  The childminder uses her regular self-evaluation to monitor the quality of her setting. She takes account of the views of parents, and is committed to providing good-quality care and learning for children.  Children behave well. They share toys and resources, and play cooperatively and happily together.  The childminder consistently supports younger children's language skills. As a result, children are confident when talking to adults and to each other.

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It is not yet outstanding because:

 The childminder does not use all opportunities to extend children's knowledge of shapes in play activities.  The childminder does not always gain detailed information about children's current abilities to help her plan for children's learning from the very beginning.

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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 opportunities for children to learn about shapes, to promote their mathematical development even further  review the range of information gained from parents when children first start, to be able to plan more precisely for their learning from the very beginning.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector observed children engaged in a range of learning activities, and observed the quality of teaching and the impact this had on children's learning.  The inspector took account of the written views of parents, provided on the day of the inspection.  The inspector completed a joint observation with the childminder and discussed children's learning and development.  The inspector checked evidence of the suitability of the childminder, looked at a selection of children's records and safeguarding procedures, and discussed her self- evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of how to keep children safe and what action she would take if she had concerns about the welfare of a child. The childminder provides children with a safe and secure environment. She carries out regular risk assessments and takes effective steps to minimise any potential hazards. The childminder checks the quality of her provision. She makes effective use of training and uses input from other professionals to guide improvement. For instance, she has increased the range of resources in the outdoor area to provide opportunities for children to learn about letters and numbers.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder makes good use of interesting resources to motivate children's learning. Children engage well in their play and the childminder encourages them to make suggestions and observations so that they remain concentrated on activities for long periods. Children enjoy the childminder's company and actively involve her in their play. For example, older children enjoy playing hide and seek with the childminder and develop good counting skills, as they count while she hides. The childminder makes regular observations and assessments of children's learning to monitor their progress. She shares children's key achievements with parents and other settings that children attend regularly. Parents say that they feel fully informed of their children's progress, which supports learning at home effectively.

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Personal development, behaviour and welfare are good

Children develop secure relationships with the childminder and with each other. Children demonstrate that they feel happy and safe in the childminder's home. They develop high levels of confidence and are encouraged to choose resources for themselves. The childminder promotes their self-care routines well. For instance, she encourages children to get themselves ready to go into the garden, so that they can put on their coats and shoes independently. Children learn about healthy routines through daily physical play activities and benefit from a range of nutritious meals and snacks that the childminder provides.

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Outcomes for children are good

Children learn good social skills. They develop good play routines, and learn how to value and respect the needs of others well. Children demonstrate that they enjoy their learning. They develop good physical and creative skills, are able to explore, and use resources confidently. Children develop good independent-thinking skills, so that they can think through their own ideas and make suggestions confidently. All children make good progress and are prepared well for their move to school.

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Setting details

Unique reference number EY282321 Local authority Surrey Inspection number 847240 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder registered in March 2004. She lives in Long Ditton, in Surbiton, Surrey. The childminder operates her service Monday to Wednesday from 7.30am to 6pm, for most of the year. The childminder works with a co-childminder.

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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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