Grealish, Joanne Louise

Inspection date

Previous inspection date 15 June 2016 22 November 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 regularly observes children's learning to assess their progress, track their development, and plan for their next steps in learning. Children make good progress from their starting points.  Children form strong bonds and secure attachments with the childminder. The childminder supports their emotional well-being very well and consistently meets their individual needs.  The childminder regularly shares information with parents to keep them well informed of their children's progress. They work together to meet each child's care and learning needs through a consistent approach.  The childminder consistently implements the robust policies and procedures into her daily practice, to help ensure she keeps children safe and secure. She regularly reviews risk assessments and supervises children well, in order to keep them safe.

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It is not yet outstanding because:

 The childminder does not always exchange children's ongoing learning needs with staff at other settings children attend.  The childminder has not pursued all opportunities for further professional development to sustain the highest levels of achievement for children.

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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 ways to extend the links with professionals at other early years settings children attend, so that detailed information is regularly exchanged and helps all those involved to have a better understanding of children's emerging skills and abilities  develop professional development opportunities, in order to sustain high-quality teaching and learning experiences for all children.

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Inspection activities

 The inspector held discussions with the childminder, co-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 clear understanding of the procedures to follow if she has concerns about the welfare of a child. Since the previous inspection, the childminder has taken effective steps to improve the provision. She evaluates her strengths, and seeks the views of parents and children to help her improve the provision. For example, she has implemented further strategies to communicate with parents, which has a positive impact on outcomes for children. The childminder regularly monitors children's progress and their engagement in activities to make sure she is meeting each child's needs effectively. She takes into account children's interests when planning experiences to help them progress. Parents are very positive about the childminder and the service she provides.

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Quality of teaching, learning and assessment is good

The childminder promotes children's learning well through a good range of activities. She listens to children and responds to their individual care and learning needs. For example, children have a keen interest in pirates and thoroughly enjoy creating coins for their treasure chest. Children are inquisitive. For example, during water play, they explore and experiment sinking and floating. The childminder challenges children to think and respond. For example, she asks questions and uses a running commentary as children engage in their play. The childminder frequently uses mathematical language and introduces numbers, shapes and colours during activities. This helps children gain the skills they need for the next stage in learning.

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Personal development, behaviour and welfare are good

The childminder knows children well. She respects all children as individuals and effectively supports their skills and changing interests. The childminder teaches children about a healthy lifestyle. For example, children enjoy nutritious meals and snacks and have daily opportunities for fresh air and exercise. Children behave well. The childminder consistently praises their achievements, which helps to develop their confidence and self- esteem. Children learn about the world around them. For example, they build relationships in larger social groups during visits to groups in the community.

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Outcomes for children are good

Children are eager to learn. They express their needs and thoughts well and enjoy their activities. Children show good independence skills. For example, they listen to instructions well, understand the daily routines, learn to put on their shoes and tend to their personal care with competence. Children listen to their friends, share, take turns, and play well together. Children gain the necessary skills for the next stage in their learning and for school.

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Setting details

Unique reference number EY410494 Local authority Surrey Inspection number 1049356 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 22 November 2012

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Telephone number

The childminder registered in 2010. She lives in Ewell, which is in Epsom, Surrey. The childminder works with a co-childminder who lives next door. The provision operates from Monday to Friday, from 7.30am to 5.30pm, 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

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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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