Childminder EY397868

Inspection date

Previous inspection date 13 May 2016 2 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 gets to know children well through ongoing assessments of children's progress. She plans a broad range of activities that builds on children's interests and learning. Children make good progress from their starting points.  The childminder is a good role model. For example, children behave well, and learn to share and to be kind and caring to their friends. She develops their social skills well; for example, they regularly go to community groups and socialise with others.  Children benefit from the calm and nurturing environment the childminder provides. They form trusting relationships with her and clearly enjoy her company. Children are confident and make independent choices and decisions as they engage in play.  Partnerships with other professionals involved in children's care and learning are good. The childminder consistently exchanges useful information with them to ensure there is

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This provision is good

continuity in children's care.  The childminder has a range of detailed policies and procedures. She vigilantly implements these to underpin and promote children's welfare.

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It is not yet outstanding because:

 Children do not always have enough opportunities to develop their early literacy skills.  The childminder does not consistently share information on children's progress with all parents, so they can continue learning at home.

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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 to enhance children's early literacy skills  improve the method of sharing children's progress with their parents so they are more fully involved in guiding their children's learning at home.

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Inspection activities

 The inspector held discussions with the childminder and children throughout the inspection.  The inspector observed the interaction between the childminder and children during activities.  The inspector viewed the areas of the premises used for childminding.  The inspector looked at a range of documentation, including policies and procedures, risk assessments and the children's learning and assessment records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to implement should she have concerns about a child. The childminder evaluates her practice well, including seeking feedback from parents and children. Regular monitoring of the provision means that the childminder is clear about her strengths and priorities for improvement. The childminder keeps up to date with essential training, such as first aid and safeguarding. She completes research and seeks out a range of opportunities to build on her current skills and knowledge. She shares information and ideas to improve practice with other childminders. This contributes to her capacity to build on her already good teaching skills and improves learning outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder works with parents to identify what children already know and can do when they first begin to attend. This helps her to provide activities that promote the next steps in their learning, from the outset. She tracks children's progress effectively to identify any gaps in children's learning. The childminder promotes language well. For example, she uses conversation to promote children's thinking and listening skills and repeats words to help extend children's vocabulary. The childminder provides children with uninterrupted time to play and investigate. For instance, children enjoy participating in imaginary play as they use a range of role-play and small-world resources.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment. Children receive consistent praise for their achievements, and demonstrate that they feel valued and respected. Children benefit from daily fresh air and exercise. For example, children have great fun engaged in water play, pumping water onto different levels, lifting flaps and watching with fascination as they water flows through. The childminder encourages children to complete simple tasks, such as tidying away toys and putting on their shoes, which help to promote their independence effectively. The childminder promotes children's awareness of personal safety and risks well. For example, children participate in regular fire drills and learn about road safety during outings.

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Outcomes for children are good

Children are motivated to learn. They share and cooperate well with others and enjoy activities that help them to learn to count and use numbers. They follow their own play ideas, express their views, and communicate well. Children develop early writing skills. For example, they enjoy learning to use pens and they can also correctly identify colours. Children quickly develop the skills they need to be ready for the next stage in their learning, including going to school.

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Setting details

Unique reference number EY397868 Local authority Surrey Inspection number 822479 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 2 March 2010

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Telephone number

The childminder registered in 2009. She lives in Weybridge, Surrey. The provision operates Monday to Friday, from 8am until 6.30pm, all year round.

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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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