Childminder in Surrey

Inspection date

Previous inspection date 16 August 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 regularly evaluates and reviews her practice. She is keen to develop her own knowledge and skills further. For example, she attends training courses and has useful discussions about different ideas with other early years professionals. This helps keep children engaged in new and motivating learning opportunities.  Children progress well and learn skills to support their future learning. For example, they play games that require a level of maturity. They take turns, share and compromise.  The childminder uses a range of effective ways to help children understand people's similarities and differences within society. For example, they celebrate cultural events.  Children develop their understanding of the natural world around them. For example, they build birdhouses, and show interest in watching and feeding visiting birds.  The childminder supports children well to develop their communication and speaking

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This provision is good

skills. For example, she asks good questions and listens to children as they respond.

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It is not yet outstanding because:

 The childminder misses opportunities to develop children's early reading and letter- recognition skills further.  The childminder does not fully extend the good partnerships with parents to strengthen the sharing of children's achievements even more.

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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

 improve the opportunities for children to develop their early reading and letter- recognition skills further  extend ways to share children's learning and achievements regularly to strengthen the good partnerships with parents even more.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, including children's progress reports, and policies and procedures.  The inspector spoke to children and the childminder at convenient times and gathered the views of parents.  The inspector carried out a joint observation with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a detailed understanding of child protection policies and procedures to follow, and knows how to follow up any concerns about children's welfare. The childminder keeps children safe in her care. The childminder supports children well to manage the move to school. For example, children visit the school they are due to go to and the childminder shares children's progress with the teachers. This helps children understand the next stage of their education, such as visiting the classrooms and becoming familiar with the surroundings. The childminder tracks and monitors children's progress on a regular basis. This helps her to highlight any gaps in their development promptly and enables the childminder to close them quickly.

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Quality of teaching, learning and assessment is good

The childminder knows children's individual personalities and interests well. She builds and maintains secure and trusting relationships with them. This encourages children to settle quickly and show confidence as they play. Children have a good sense of belonging and enjoy playing alongside the childminder. They have good opportunities to develop their creativity skills and imagination as they happily participate in a range of interesting activities. For example, they create their own puppets to make up stories, and use rocks and stones to make pictures and structures in the garden.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children behave well. They follow the rules and know what is expected of them. They are polite and show kindness towards others. For example, they say 'please' and 'thank you' without being prompted to do so. Children learn about the importance of healthy lifestyles. For example, they understand the effect of exercise on their body when they take their pulse after energetic jumping, comparing the number and speed in relation to when they are resting. Children are eager to develop their physical skills. The childminder extends and challenges their abilities further, such as visits to the woods to climb trees and to parks where they use the larger play equipment.

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Outcomes for children are good

All children make good progress from their starting points. Children gain positive skills to prepare them well for the move to school. They learn about mathematics as they play. For example, they discuss shapes and sizes, and count as they build structures. Children develop their early writing skills well, for instance, as they begin to write their names. Children develop positive social skills and happily play with others, such as when they go to toddler groups.

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Setting details

Unique reference number EY482741 Local authority Surrey Inspection number 999407 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 3

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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 in Banstead, Surrey. The childminder cares for children on Monday to Friday from 7.30am to 5.30pm, all year round. The childminder receives funding to provide free early education for children aged two, three and four years.

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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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