Childminder in Surrey

Inspection date

Previous inspection date 6 September 2016 22 October 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 establishes strong relationships with parents. She works closely with them to help keep them very well-informed. For example, she provides daily written updates about children's care routines and learning, and encourages parents to share information from home.  The childminder knows children well and teaches them effectively. She makes accurate observations of their achievements and monitors their progress closely. Children make good progress in their learning from their starting points.  Children develop secure relationships with the childminder and are happy in her care. She is caring and sensitive, and responds attentively to children's individual needs. She effectively supports their emotional well-being.  The childminder continues to develop and improve her knowledge. For example, she attends training, talks to other early years professionals and does her own research. She effectively uses new ideas and the skills she learns, to help to improve her practice.

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It is not yet outstanding because:

 The childminder does not always reinforce children's understanding of healthy lifestyles further, such as by talking with them about the effect of nutritious food on their bodies.  At times, the childminder does not fully encourage children's developing independence. For example, by encouraging them to prepare their own snack and making the wide range of resources easily available for them to choose for themselves.

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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

 use all opportunities to help build on children's understanding of the importance of making healthy lifestyle choices  provide more opportunities for children to develop their early independence skills during play and daily routines.

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Inspection activities

 The inspector observed children and the childminder playing together.  The inspector examined a sample of documentation, including safeguarding policies and procedures, and children's records.  The inspector and childminder discussed the play activities and children's learning during the inspection, and undertook a joint observation of children's play.  The inspector observed the quality of teaching and the impact this had on children's learning.

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Effectiveness of the leadership and management is good

The childminder is committed to providing children with good-quality learning experiences. She regularly evaluates her practice and gains the views of parents and children, such as to help guide improvement. For example, she has improved the outdoor area, adding new resources to further encourage children's physical development and well-being. The childminder has established good relationships with other settings that children attend. For example, she shares detailed information about children's learning and helps to provide consistency of care. Safeguarding is effective. The childminder knows the signs that would cause concern about a child's welfare. She has a clear understanding of the procedures to follow if she has concerns. In addition, she identifies and minimises risks so children can play in safety.

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Quality of teaching, learning and assessment is good

The childminder regularly observes the children and plans challenging next steps for their learning. Activities are based on children learning through their interests. For example, children enjoy acting out different roles in a shop. They happily discuss what they want to buy; filling up shopping carts and scanning the items. The childminder extends children's learning well. For example, she encourages children to count out money and give each other the correct change. The childminder supports children's communication skills well. For example, she continuously talks to children, asking interesting questions to encourage their thinking and talking.

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Personal development, behaviour and welfare are good

The childminder is a good role model to children and gently reminds them of the behaviour she expects. Children behave well, and show kindness and respect to others. They share toys so they can play together and help each other work things out. For example, they take turns being shopkeeper in their role play and decide together on what to play. The childminder supports children's self-esteem and confidence effectively. For example, she consistently praises children's achievements. Children learn to be physically active. For example, they have good opportunities to play in the well-equipped garden.

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Outcomes for children are good

Children engage well in activities and enjoy their learning. They show good levels of imagination and enjoy sharing their ideas and thoughts. Children count well and can work out simple mathematical problems. Children have very good literacy skills. For instance, they recognise different letter sounds and are beginning to write their name. Children are confident communicators and young children quickly learn and use new words. Children are securely developing the skills they need for the next stage in their learning and for school.

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Setting details

Unique reference number EY442772 Local authority Surrey Inspection number 1059160 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 5 Number of children on roll 5

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Name of registered person

Date of previous inspection 22 October 2012

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Telephone number

The childminder registered in 2012. She lives in Redhill, Surrey. The childminder provides care for children between 7am and 7pm each weekday, 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

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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