Childminder 131903

Inspection date

Previous inspection date 29 April 2016 9 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 promotes children's well-being effectively. Children are happy and confident in her care. They play with and explore a wide range of toys and resources that interest and engage them.  The childminder forms effective partnerships with parents, other professionals and settings involved in children's care. She ensures she shares information consistently so they can work together to support continuity in children's care and learning.  The childminder has strong procedures for evaluating her provision. She confidently reflects on her strengths and keeps her training up to date to help her improve her practice and teaching skills.  Children make good progress in their development. The childminder gains information from parents when children first start to support their individual needs and interests. She updates parents with details of their children's day, their interests and overall

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This provision is good

development.  Children behave well and show respect for others. They have a good understanding of the needs of their friends and other people in the community.

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It is not yet outstanding because:

 The childminder does not always monitor children's progress frequently enough to promptly identify and close any gaps in their learning.  The childminder does not fully promote children's understanding of space, shape and measurement to further extend their mathematical 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

 strengthen further the monitoring of children's ongoing progress to identify and address any gaps in their learning and development more quickly  extend opportunities to help children develop their understanding of space, shape and measurement, to fully extend their mathematical skills.

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Inspection activities

 The inspector spoke to the childminder and engaged with the children at appropriate times during the inspection.  The inspector and the childminder evaluated the effectiveness of an activity.  The inspector viewed the toys, equipment and areas of the home used for childminding, indoors and outdoors.  The inspector looked at a range of documentation including policies and procedures, and the children's development records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of child protection issues and the procedures to follow if she has concerns to protect children from harm. The childminder adapts her practice well to help all children in her care, especially those who have special educational needs or disability. She makes sure that she has all the information she requires to care for them and offer all the support they need. Since the last inspection, the childminder has improved her planning and assessment of children's learning. Overall, this works well and enables her to promote their progression successfully.

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Quality of teaching, learning and assessment is good

Children enter the childminder's home with confidence and self-assurance, ready for the day's experiences. They choose from a varied range of activities which provide them with enjoyment and challenge. Children enjoy being artistic and use media and materials to be creative. For example, as they explore with dough, they manipulate the mixture with other resources to make imaginative items, such as pretend sparkly starfish. Children develop good speech and listening skills. The childminder communicates well with the children, helping them to think through their ideas and extend their interests. For example, she asks children what will happen to ice as it gets warm. Children develop good physical skills through a wide range of experiences that include playing outside and visiting local parks to explore larger equipment.

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Personal development, behaviour and welfare are good

The childminder is a good role model, and has a friendly and welcoming approach. She promotes children's health and well-being effectively. For example, she talks to children about the importance of good hygiene. Children wash their hands after playing in the garden and going to the toilet, and before they eat. They eagerly take part in a wide variety of outdoor and physical activities that help them to learn about a healthy lifestyle from a very early age. Children develop a good awareness of how to stay safe in the home and on outings. The childminder is always nearby ready to provide support. For example, children learn to tidy away toys so they do not trip or fall over, helping them to understand how to keep safe. Children negotiate well with each other, share and take turns as they learn to play fairly.

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Outcomes for children are good

Children communicate well and are full of enthusiasm to learn. They are fully engaged in play that captures their interest. Children are confident and independent. They develop a good range of skills that help them to prepare well for the next stage in their learning and school.

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Setting details

Unique reference number 131903 Local authority Kingston upon Thames Inspection number 840890 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 9 January 2012

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Telephone number

The childminder registered in 2001. She lives in Chessington, Surrey. She operates from 8am until 6pm each weekday, all year. The childminder holds a relevant childcare qualification.

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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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