Childminder in Surrey

Inspection date

Previous inspection date 21 April 2016 21 July 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

 The childminder offers children interesting activities that motivate them to learn. Children make good progress from their starting points.  The childminder supports children's communication and language development well. For example, she encourages children to think and solve problems for themselves, and repeats words to help them extend their vocabularies. She introduces words and songs from other languages to support those children who are learning two languages.  Children develop good hygienic practices and have good daily opportunities to play outside, which supports their physical well-being and understanding of living healthy lifestyles effectively.  The partnerships with parents are strong. The regular two-way flow of information provides continuity in children's learning between the home and the setting.  The childminder regularly reflects on her teaching practice. She seeks the views of

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This provision is good

parents and children to make positive changes and maintain good standards.

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It is not yet outstanding because:

 Some resources are not easily accessible to children, to further develop their good learning and independence.  The childminder has not fully developed relationships with other settings that children attend to provide greater consistency in children's learning and development.

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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

 review the organisation of resources to allow children to make more independent choices in their play  further develop the sharing of information with other settings children attend, to provide greater consistency in children's care and learning.

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Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector observed the childminder and the children during play.  The inspector read feedback from the parents to gain their views.  The inspector examined a sample of policies, documents and children's records.  The inspector discussed the childminder's 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 child protection and the procedures to follow if she has concerns for a child's welfare. She monitors children's progress effectively. She shares her findings with parents and involves them well in their children's learning. The childminder has addressed the recommendations made from the previous inspection. For example, she now identifies accurate next steps to support children's learning, so children's learning builds on what has gone before. The childminder pays good attention to her professional development. For example, she shares ideas with other childminders to keep her knowledge and skills up to date. Parents speak highly of the childminder and recognise the good-quality care and learning that their children receive.

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Quality of teaching, learning and assessment is good

The childminder completes careful observations and accurate assessments to determine any gaps in children's learning. Where she identifies gaps in the children's progress, she puts good plans in place that help to meet their individual needs. Children have lots of opportunities to develop their awareness of early mathematics; for instance, the childminder introduces numbers and counting at every opportunity. They develop an interest in early technology when they push buttons to explore and enjoy imaginative play. Children learn about differences between themselves and others through a variety of ways. For instance, children learn about different festivals and explore resources that reflect diversity.

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Personal development, behaviour and welfare are good

Children form positive relationships with the childminder. They are safe and secure in her care. The childminder supports children's emotional development well. For example, she offers settling-in visits for the children, and through discussions with parents she plans effectively for children from the outset. The children learn to keep themselves safe through a variety of activities. They develop good social skills. For example, when they mix with others at group times and when on outings. The children behave well and know what the childminder expects from them. They learn to respect one another and the environment. For instance, the childminder encourages the children to tidy up after themselves.

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Outcomes for children are good

Children make good progress. They develop an interest in literacy and develop good early writing skills. Children gain confidence in their abilities. They have lots of opportunities to develop physically. For example, they climb slides, kick balls and use tools including rolling pins and cutters competently. Children gain the key skills they need for the next stage in learning and school.

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Setting details

Unique reference number EY264182 Local authority Surrey Inspection number 833238 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 6 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 21 July 2011

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Telephone number

The childminder registered in 2004. She lives in Addlestone, Surrey. She works on weekdays from 8am until 6pm for most of the year.

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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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