Childminder EY470689

Inspection date

Previous inspection date 23 September 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

 Children settle quickly and form strong attachments to the childminder. She is attentive to their individual needs. Children feel safe and secure in the environment, which helps to support their emotional well-being.  The childminder plans appropriately for children based on their individual interests. Children become keen and curious learners, and make good developmental progress.  Children use a good range of resources that supports their mathematical development. They learn to count, recognise and place numbers in order.  The childminder builds positive relationships with other professionals and shares information on children's progress. This joint approach helps children to settle quickly into school and nursery.  The childminder values and respects children's own input into their learning and gives them time to explore and question. Children develop confidence, self-esteem and an enthusiasm for knowledge.

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It is not yet outstanding because:

 The childminder does not use the views of parents and children in identifying areas for improvement and change to help improve outcomes for children even further.  The childminder does not provide children with a wide range of opportunities to explore and experiment, in particular for those children who prefer to play outdoors.

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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

 strengthen the use of self-evaluation to involve parents and children more, in order to identify areas for improvement and change  provide more opportunities for children to explore and experiment, in particular for those who prefer to learn outdoors.

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Inspection activities

 The inspector observed activities and held discussions with the childminder regarding children's progress in their learning and development.  The inspector sampled documentation, including children's records and evidence of the childminder's suitability in caring for children.  The inspector took account of the views and comments of parents.  The inspector held a discussion with the childminder and spoke with children during the inspection.  The inspector and the childminder discussed self-evaluation and the areas identified for improvement.

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Effectiveness of the leadership and management is good

The childminder keeps her professional development up to date. She has a secure knowledge in child development, which helps her to build on children's achievements and extend their learning. She clearly identifies children's stages of development when they first start and plans for them around their own unique learning style. She is a positive role model who encourages and supports children to become independent in their own learning. Safeguarding is effective. The childminder is confident in the procedures for recognising and reporting concerns and allegations, to ensure that she keeps children in her care safe. She has well-organised and effective risk assessments that she regularly reviews to maintain a harm-free environment. Parents comment on the high level of care that the childminder provides, and how children develop to the best of their ability with her guidance.

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Quality of teaching, learning and assessment is good

The childminder uses good observations to make accurate assessments of children's developmental milestones. She quickly identifies gaps in learning and sets next steps, which allow children to achieve and expand their learning. The childminder introduces new language opportunities for children. For example, during story time she asks lots of questions, which prompt children to use recall skills and relate to their own experiences. She is skilful in adapting play and activities to challenge children's thinking further. The childminder broadens children's understanding about the community and the world around them. For example, she introduces the children to different languages and outings in the environment.

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Personal development, behaviour and welfare are good

Children settle quickly with the childminder through established routines and procedures. The childminder uses good initiative and does not interrupt children at play. For example, she respects children's need to become independent and supports them to manage tasks. Children are very confident and learn to manage their behaviour. The childminder explains appropriate manners and boundaries to children in a caring and positive way. They learn to manage their feelings and that the way they behave can affect others. The childminder speaks to the children about the importance of good health, for example, why eating vegetables is important to help us grow.

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Outcomes for children are good

Children progress well from their starting points. They are motivated and excited learners who are developing good life skills. Children have good levels of concentration, which allow them to complete tasks, leading to a sense of achievement and pride. They are learning to understand expectations and a good sense of right from wrong. They are ready for the next stage in their learning.

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Setting details

Unique reference number EY470689 Local authority Surrey Inspection number 973024 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 5 Total number of places 5 Number of children on roll 2

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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 Egham, Surrey. The childminder provides care all year round from 7.30am to 6.30pm on Monday to Friday.

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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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