Childminder in Surrey

Inspection date

Previous inspection date 6 July 2016 Not applicable

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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 keeps up to date with any legislative or practice changes and shares this information with parents.  The childminder has good settling-in procedures and gets to know each child so they are settled from the start and progress almost immediately. Outcomes are good.  The childminder has good partnerships with parents and other early years professionals, to provide consistency in children's care and learning.  The childminder knows the children very well and adapts her activities well overall, to suit children's individual needs. The childminder reflects effectively on her practice and updates her knowledge and skills, to improve her practice and the quality of provision.  Children have warm and secure attachments with the childminder and she effectively supports their well-being. The childminder praises children and builds on their developing self-esteem.  Children are confident and communicate well. They choose their own resources, tools

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This provision is good

and equipment, and develop the necessary skills for their future learning.

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It is not yet outstanding because:

 At times, the childminder does not use language or questioning effectively to extend children's learning and thinking skills, to help improve their progress.  The childminder does not always build on children's learning experiences, particularly for those who learn better outdoors.

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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

 extend the range of ways to question children and help them to think and respond, to further promote their learning  build on children's learning experiences, particularly for those who learn best outdoors, to help them progress as well as possible.

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Inspection activities

 The inspector observed interactions between the childminder and the children.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector took into account the written views of parents.  The childminder gave the inspector a tour of the premises.

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Effectiveness of the leadership and management is good

The childminder is clear about her role in protecting children and keeping them safe from harm. She knows what to do should she have any concerns about a child's welfare. She keeps her knowledge of safeguarding up to date, so that she has a current understanding of how to keep children safe. Safeguarding is effective. The childminder uses her observations to plan for each child's next steps in learning. She tracks children's development, identifies any gaps in their learning and works well with parents to help children catch up where necessary. Children choose activities and become motivated and independent learners. For example, when children displayed an interest in pirates, the childminder planned and resourced activities well to extend their learning.

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Quality of teaching, learning and assessment is good

The childminder extends children's vocabularies effectively. For example, she adds words, such as 'semi-circle', as children learn about shapes. The childminder effectively encourages children's mathematical development. For example, children learn about length, shape and size as they play with spaghetti and hold up different pieces to measure. The childminder prepares the children for nursery and school in a number of ways. For example, she supports children's early reading and writing skills, and children learn to sound out words and recognise letters and numbers. She talks to the children about starting school and discusses any fears they may have, to promote their well-being.

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Personal development, behaviour and welfare are good

Children learn how to use equipment, such as scissors, safely and how to tidy up and minimise risks. For example, they know that discarded toys may be a trip hazard. The childminder is a good role model and children behave well. Children learn to share, take turns and respect each other. The childminder helps children to develop a good range of skills and to find out about the world through a range of interesting experiences. For example, children enjoy visits to the park and farms. They enjoy opportunities to sing and dance, including at sing-a-long sessions. Children learn about being healthy. They choose fruit and vegetables for snacks and know that healthy food helps them to grow.

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Outcomes for children are good

Children develop good social skills and are happy and confident. For example, they meet other children during outings. They are aware of their own needs and visit the toilet on their own, and use simple tools and equipment. They develop a good range of skills ready for their future learning and school. Young children count confidently while older children are beginning to understand more complex mathematical words, such as 'long' and 'longer'. Children make good progress.

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Setting details

Unique reference number EY475534 Local authority Surrey Inspection number 975692 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 5 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives Warlingham, Surrey. The childminder operates her service Monday to Friday from 7am to 6.30pm. She holds a childcare qualification at level 3.

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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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