Childminder EY463790

Inspection date

Previous inspection date 15 September 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides an interesting range of activities. Children easily make choices from the high-quality resources indoors and in the garden. They make good progress in all areas of their development.  The childminder provides a welcoming and caring environment to support children's emotional well-being. Children are happy and settle well.  Children are well behaved. The childminder is a positive role model and teaches children to share, take turns and respect individual differences.  The childminder understands the importance of providing children with regular physical exercise and healthy food. For example, she makes good use of her garden for outdoor play, and she provides nutritious home-cooked meals.  The childminder regularly evaluates her practice to ensure continual improvements to her teaching skills.

p.1

It is not yet outstanding because:

 The childminder misses some opportunities to support children's enjoyment with sensory play activities.  Occasionally, during some creative activities the childminder directs the children telling them what to do and this limits them from using their imaginations fully.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 provide a wider range of sensory play experiences to support children's interests more effectively  review the planning of adult-led activities to support children's creativity and imagination, to take their learning to a higher level.

p.2

Inspection activities

 The inspector observed the childminder with the children and spoke with the childminder about their learning.  The inspector spoke with the childminder at appropriate times throughout the inspection regarding her practice and the arrangements for observation, assessment and planning.  The inspector checked the documentation the childminder uses to support her practice.  The inspector discussed the childminder's self-evaluation processes and discussed an observation of the children playing.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has completed safeguarding training to raise her awareness of how to help keep children safe and secure. She is confident of what to do should she have any concerns about a child in her care. The childminder is alert to potential hazards and takes measures to ensure children's safety at all times. The childminder keeps up to date with new ideas to help her with continuous improvement. For example, she holds discussions about practice issues with her co-childminder and meets with other childminders to share ideas. The childminder identifies that since registering she has developed her communication with parents and this supports the good outcomes for children as they work together.

p.3

Quality of teaching, learning and assessment is good

The childminder knows the children well and plans most activities that engage and interest them. The childminder has discussions with parents when children first start to find out about what they can already do, to help establish their starting points. She completes regular observations and assessments of children's progress. The childminder is skilled in supporting children's early communication and language development. For example, she talks to children about what they are doing and they have many opportunities to hear and use their home languages as well as developing good English language skills. The childminder develops children's mathematical understanding well. For example, they sing number songs together and learn to count down from five to zero.

p.3

Personal development, behaviour and welfare are good

Children are confident and enjoy the childminder's warm interactions with them. She provides lots of praise and encouragement during activities and throughout the day, which helps to develop children's self-esteem and confidence. Children develop a good awareness of their physical well-being. For example, they understand the importance of following good hygiene routines to help them to remain healthy. The childminder works closely with parents and lets them know about their child's achievements. She also understands the importance of working with other providers to ensure continuity for children and good outcomes for them.

p.3

Outcomes for children are good

All children make good progress in their learning, including those who speak English as an additional language. They are interested in books and enjoy stories read by the childminder. They develop the skills they need to prepare them for the next stages in their development and for school. For example, children develop their independence at meal times and older children are independent with their personal care needs. They develop good social skills and know how to behave positively with one another.

p.3

Setting details

Unique reference number EY463790 Local authority Surrey Inspection number 989207 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 9

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in West Molesey in Surrey. The childminder is available to work from 7.30am to 6pm on Monday to Friday. She operates her service all year round, expect for family holidays and bank holidays. The childminder works with her daughter, who is also a registered childminder.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5