Childminder in Surrey

Inspection date

Previous inspection date 2 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

 Communication with parents is effective. For example, there are daily opportunities for the mutual exchange of information between parents and the childminder. The childminder uses the information she receives from parents well to plan good activities.  Parents are complimentary about the information they receive about their children's progress, using it to continue children's learning at home.  Children feel safe and secure. They are confident and independent. For example, all children, even the very young, freely choose their own toys and activities. Relationships between the childminder and children are strong.  Teaching is effective. Children make progress that is typical for their age. Children are very keen to join in the wide range of activities on offer.  Children enjoy exploring their environment and show obvious pleasure in their achievements. For instance, young children delight in eating strawberries

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This provision is good

independently.  The environment is safe, secure and hygienic. The childminder provides children with a nutritious diet to support their physical well-being.

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It is not yet outstanding because:

 Children do not always have a wide range of experiences to learn about the differences and similarities between themselves and others in the community and the wider world.  The childminder does not always challenge children's thinking to develop their understanding even further.

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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

 widen the range of opportunities for children to learn about the differences and similarities between themselves and others  challenge children's learning experiences so that they are able to extend their thinking skills and develop their understanding even more.

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Inspection activities

 The inspector observed the childminder interacting with children.  The inspector sampled documents relating to the safeguarding of children.  The inspector discussed the childminder's evaluation of her practice and her documents relating to planning and children's progress.  The inspector read the comments made by parents and took account of their views.  The inspector had a discussion with the childminder about her observations of a specific activity.

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Effectiveness of the leadership and management is good

The activities planned by the childminder take into account the difference in the ages of the children. She is ambitious and has high expectations of herself and children. The childminder reflects regularly on her practice to make improvements. For example, she takes advantage of local training opportunities to build on her knowledge and improve outcomes for children. The childminder uses the views of parents to inform and improve her practice. She shares relevant information with other professionals, parents and staff at other settings that children attend, to support a consistent approach to children's care and learning. Safeguarding is effective. The childminder has a good understanding of child protection matters and knows the procedures to follow to report any concerns about children's welfare.

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Quality of teaching, learning and assessment is good

The childminder establishes an initial learning assessment with parents when children start so she knows what children can do. She uses this effectively to plan activities that meet their learning needs. For example, the childminder introduces action songs to help babies and young children make connections with movements and words. She regularly observes them to check their progress, identify their achievements and take effective action to close any gaps in their development. The childminder provides a wide range of resources to develop children's curiosity and independence. Young children have great fun as they explore electronic toys and giggle at the noises they produce, as they press buttons on an activity book.

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Personal development, behaviour and welfare are good

The childminder provides a stimulating and welcoming environment. Her expectations of behaviour, such as shown in the 'house rules', help older children to develop good levels of self-control. The childminder encourages young children's developing physical skills, for example, she provides safe space for crawling babies and supports their early attempts at standing. The childminder encourages children to follow good hygiene routines. For example, young children learn about the importance of washing their hands after using the toilet or before eating.

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Outcomes for children are good

Where the starting points of some children are lower than expected, the childminder's effective actions ensure they catch up rapidly. Children learn the key skills they need for the next steps in their development and education. For instance, children learn to manage their personal care needs and learn to write their name. Young children are keen to explore. For example, they delight in watching a drum change colour as they bang it and enthusiastically crawl after it when it rolls away.

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Setting details

Unique reference number EY479486 Local authority Surrey Inspection number 981374 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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 Reigate, Surrey. The childminder cares for children Monday to Friday, from 7.30am to 6pm, throughout 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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