Childminder EY429724

Inspection date

Previous inspection date 19 August 2016 6 July 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 as they play, to identify activities that challenge and motivate them to learn. She assesses and monitors activities, to ensure they match and extend children's interests and needs. This helps complement the good progress children make at school.  Children form strong bonds with the childminder and they clearly enjoy being in her company. For example, they eagerly join in discussions, which help to develop their language skills and emotional well-being.  The childminder develops good partnerships with parents and other early years settings, such as schools. They work very well together to meet each child's care and learning needs through a consistent approach.  Children learn to behave well. For instance, the childminder has a calm approach and gives clear explanations that encourage children to share and take turns.  The childminder has a good understanding of how to keep children safe. For example,

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This provision is good

she implements thorough risk assessments of her home and on outings.

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It is not yet outstanding because:

 The childminder does not precisely focus on developing her professional skills to raise the quality of her practice further.  The childminder does not make the most of all opportunities to encourage an understanding about diverse cultures and the wider world.

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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

 explore ways to extendskills and knowledge further to continually improvethe quality of children's experiences  make the most of all opportunities to help children learn about and value people's differences beyond those of their own experience.

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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, and held discussions about children's learning and behaviour.  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 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 secure understanding of the action to take if she has concerns about a child's welfare. She regularly reviews and amends her procedures to reflect current guidance to help ensure children's continued safety. Since the last inspection, the childminder has taken effective steps to improve her provision. For example, she follows the required procedures to administer medication to children. Overall, the childminder keeps her knowledge up to date to develop her practice, such as from training or reading relevant childcare publications. She seeks the views of parents to help her evaluate her provision effectively to identify strengths and areas for improvement. She finds this has a positive impact on the experiences she provides to children.

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Quality of teaching, learning and assessment is good

The childminder knows children well. She provides a wide range of challenging toys and activities that interests children and supports their ongoing development well. Children competently make choices, such as to play games with the childminder. The childminder actively shows an interest in what children are doing. For example, she engages children in conversation and constantly praises their efforts and achievements. The childminder engages children in activities that she knows helps to complement their skills and learning at school. The childminder supports children's imaginative skills well. For example, during the inspection, children used resources creatively to construct different designs. The childminder has a good awareness of how to support the learning and development needs of younger children.

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Personal development, behaviour and welfare are good

Children develop confidence and self-esteem. For example, they chat to visitors and are very enthusiastic as they explore the play environments. Children have a good sense of self-esteem, for instance, they benefit from the childminder's expressed recognition of their achievements. They develop positive attitudes towards healthy lifestyles. For example, the childminder provides nutritious snacks and regular exercise, and children enjoy outings each day. The childminder makes the most of every opportunity to remind children how to keep themselves safe. For example, they enjoy walks in the local community, which help them to learn about road safety.

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Outcomes for children are good

Children are well prepared for the next stage in their learning and for school. They gain good skills that help them communicate positively with others. Children enjoy activities that motivate them to persevere and solve problems.

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Setting details

Unique reference number EY429724 Local authority Surrey Inspection number 1054813 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 5 - 5 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder registered in 2011. She lives in Guildford, Surrey. The childminder provides care to children from on Monday to Friday from 8am to 7pm 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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