Childminder 121711

Inspection date

Previous inspection date 11 April 2016 15 March 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 Good 2

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This provision is good

 The childminder uses careful assessment systems that take account of parents' views to monitor children's progress and to identify their next steps in learning.  The childminder works in unity with parents to provide continuity for the children. For example, she guides parents in how to continue children's learning in the home.  Children progress well. They meet the expected outcomes for their ages.  The childminder teaches children about healthy lifestyles. For example, they learn about foods that are good for them and participate in activities which help them to develop positive attitudes towards physical exercise.  The childminder reflects effectively on her practice both singly and with her co- childminder. She considers the views of parents greatly in her decisions about how to improve her practice.  The childminder teaches children to respect and tolerate diversity. For example, they play with resources that reflect diversity and have great opportunities to find out about

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This provision is good

the wider world through the activities she provides.

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It is not yet outstanding because:

 At times, the childminder does not strengthen children's problem-solving skills, for example, she provides answers to her questions before allowing them time to respond.  The childminder does not always allow children freedom to explore resources and to develop their own thoughts about their findings before leading their play.

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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

 allow children more time to consider their ideas and responses to questions  support children further to develop their own thoughts as they explore the environment and resources before making suggestions or leading their play.

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Inspection activities

 The inspector observed activities indoors and outdoors.  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 carried out a joint observation of children's learning with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear and precise policy in place for dealing with concerns about children's welfare. She demonstrates a confident knowledge of the procedures recorded in this. The childminder constantly acts to develop and improve her provision. She uses a variety of resources to develop and grow her professional knowledge and accepts support for the areas she is developing. For example, she has improved her provision for outdoor play greatly since her previous inspection. She has used her knowledge from courses she has attended and support from an advisor to develop a rich and stimulating outdoor learning area. The childminder works in partnership with staff in the other settings to help ensure continuity for children.

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Quality of teaching, learning and assessment is good

The childminder has created a rich and purposeful environment in her home, which helps to promote learning. For example, children enjoy pouring water into funnels and watching as it travels down pipes on a water wall that she has designed. The childminder provides children with achievable challenges, which they take on eagerly. For example, they learn about stories as they piece together pictures from a favourite story. The childminder promotes learning in an enjoyable manner. She plans activities that she knows children enjoy and brings in learning to meet their identified targets. For example, a game of musical bumps becomes an activity to teach children to recognise numerals.

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Personal development, behaviour and welfare are good

The childminder forms strong relationships with the children, who are content and secure in her care. She promotes children's confidence and helps them develop self-assurance. For example, she enthusiastically celebrates achievements that occur both in the setting and at home. The childminder prepares children well as they move to different settings, including school. For example, she reflects school routines in her provision, making them familiar to the children. Children behave well. They learn to understand feelings and the consequences of behaviour. For example, the childminder uses dolls to tackle issues and anxieties. Children play well together and enjoy each other's company. The childminder encourages children to develop social skills throughout the activities they participate in.

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Outcomes for children are good

Children enjoy stories and participate eagerly in activities that help them to develop early literacy skills. They develop positive attitudes to stories. For example, they chat about favourite stories as they eat. Children learn to count and begin to recognise numerals in preparation for their future learning; for example, they count as they jump.

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Setting details

Unique reference number 121711 Local authority Surrey Inspection number 825279 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 15 March 2010

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Telephone number

The childminder registered in 1992. She lives in Oxted, Surrey. She works alongside her husband, who is her co-childminder. The childminder opens four days a week, term time only. She also looks after children before and after school. The childminder can accept early years funding for children aged three and four years.

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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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