Childminder EY315864

Inspection date

Previous inspection date 5 May 2016 25 February 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 Outstanding 1

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This provision is good

 Partnerships with parents are excellent. The childminder understands the important role parents play in supporting their children. Parents value the regular, highly detailed information they receive about their child's learning and development.  Children behave impeccably, given their age and stage of development. They are polite and freely share and take turns with each other. Children are extremely confident and have very close emotional bonds with the childminder. This helps to support their emotional well-being and self-esteem.  The childminder attends a wide range of training courses. She continuously adds to her skills and practice to help raise outcomes for children even further.  Children make good progress in relation to their starting points. They learn a wide range of skills in readiness for the next stage in their learning.  The environment is exceptionally safe, secure and hygienic. The childminder provides

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This provision is good

children with a nutritious diet to help support their physical well-being.

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It is not yet outstanding because:

 The childminder does not always provide children with a wide range of opportunities to learn about different cultures and festivals.  The childminder does not always give children enough time to think about and answer her questions.

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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

 develop further the range of opportunities for children to explore and learn about the differences between themselves and others  strengthen the use of questions to encourage children to think and respond, to promote their communication and language skills further.

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Inspection activities

 The inspector talked with the childminder and observed her practice.  The inspector checked the suitability of the childminder and looked at the children's learning records.  The inspector observed children and the childminder interacting and playing together.  The inspector looked at the documents relating to safeguarding, including how the childminder records medication she gives to children.  The inspector read the written comments from parents and children and took account of their views.

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Effectiveness of the leadership and management is good

The childminder is ambitious. She makes good use of self-evaluation and regularly seeks the views of parents and children. This helps her to identify aspects of her practice and environment to improve further. Children are collected from school and there are good links with the teachers to share information between school and the parents. This helps to promote effective communication between the childminder, parents and school. Safeguarding is effective. The childminder has a good understanding of safeguarding matters and knows the procedures to follow to report any concerns.

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Quality of teaching, learning and assessment is good

The childminder gathers information from parents when children start with her. She regularly observes their play and completes frequent assessments to monitor their achievements. The childminder identifies the next steps in their learning and uses these to help plan activities. For example, she builds on children's literacy skills by reading them stories in places, such as under the table where they like to sit. Children recall familiar stories when they find resources, such as a dressing-up headdress. Children have many opportunities to develop their physical skills. They play outside in the garden and accompany the childminder to the allotment.

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Personal development, behaviour and welfare are outstanding

The childminder provides a stimulating and very welcoming environment. Children have abundant opportunities to learn about the natural world around them. For example, they plant seeds and watch them grow. The childminder provides a range of additional resources to help them identify wild birds and insects. Children remain engaged and motivated in their learning exceptionally well. They become enthralled in feeling dry sand and gravel run through their fingers. Children happily explore their environment, safe in the knowledge that the childminder is close by to provide reassurance and support when needed.

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Outcomes for children are good

All children make good progress. Children develop the key skills they need for the next steps in their learning. They are confident, independent and freely choose from the wide range of resources to lead their own play. For example, children find some toy farm animals and play contently on their own using their imaginative skills. Children develop excellent social skills. For example, they have many opportunities to meet and interact with other children and adults at the toddler groups and activity sessions they attend with the childminder regularly.

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Setting details

Unique reference number EY315864 Local authority Surrey Inspection number 827257 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 25 February 2010

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Telephone number

The childminder registered in 2005. She lives in Caterham, in Surrey. The childminder works with another childminder and they provide care from Monday to Friday, all day 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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