Childminder EY401294

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 observes and assesses children's development in order to understand how he can move children on further.  The childminder utilises strong partnerships with parents to ensure that children benefit from continuity in care. For example, he uses the information that parents provide to talk to children about their interests and to celebrate their achievements.  Children make good progress. They achieve in line with the expected outcomes for their ages.  Children have healthy lifestyles with the childminder. He ensures they benefit from plenty of fresh air and participate in lively activities that involve exercise.  The childminder works closely with his co-childminder. Together they evaluate their practice effectively to improve the outcomes for children. He takes account of the views of parents and children in his evaluations.  The childminder offers children a well-organised environment in which they can make

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This provision is good

choices about the activities they engage in.

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It is not yet outstanding because:

 The childminder does not always use the correct pronunciation of language to children when responding to their comments, to support their communication skills further.  The childminder does not always consider how to fully adapt activities for all ages and abilities to provide children with further challenge in their learning.

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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 strategies to further support children in their development of speech and language skills  strengthen the planning of activities to make sure that all children receive appropriate levels of challenge suitable for their age and stage of learning.

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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 his 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 is confident in his knowledge of safeguarding procedures and knows how to act in the event of a concern about children's welfare. He follows robust procedures to ensure children's safety when in his care. The childminder acts to refresh and update his professional knowledge. For example, he frequently attends meetings that inform him of changes in legislation and amends his practice accordingly. He has also adapted his safeguarding policy in the light of recent changes in legislation. The childminder works in partnership with other professionals involved in the care of the children and acts to help ensure continuity. For example, he liaises effectively with school teachers to find out how to support the children's learning at his setting.

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Quality of teaching, learning and assessment is good

The childminder interacts with children attentively to promote their learning. He demonstrates effective teaching skills to help children consider their own ideas. For example, he uses well-worded questions to help children interpret activities in their own way. The childminder has extended his understanding of the Early Years Foundation Stage following his previous inspection. He assesses children's needs effectively and understands how young children learn. The childminder follows effective steps to teach children that everyone is different. For example, children discuss similarities and differences as they share their experiences and look at each other's family photos.

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Personal development, behaviour and welfare are good

The childminder has strong relationships with the children. They are clearly secure and content as they sit with him to look at stories and play games happily. Children have fun with the childminder, for example, they cheer happily as they play hide and seek in the garden. The childminder helps children to increase their confidence, for instance, he offers constructive praise frequently and celebrates children's achievements effectively. Children behave well. The childminder supports them in developing social skills. For example, he engages them in activities that require taking turns, and makes sure that they know when their turn will come in order to reduce anxieties. The childminder prepares children for their future move to larger settings, such as school. He works with them to encourage independence in activities, such as putting on shoes.

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Outcomes for children are good

Children enjoy sharing books with the childminder and engage in conversations about their content. They make marks for a purpose, for example, as they turn a box into a boat, and develop skills for future reading. Children learn to count and recognise numbers throughout their play and daily experiences.

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Setting details

Unique reference number EY401294 Local authority Surrey Inspection number 831084 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 2009. He lives in Oxted, Surrey. He works alongside his wife, who is his co-childminder. The childminder offers care four days a week, term time only. He 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

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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