Childminder in Surrey

Inspection date

Previous inspection date 17 October 2016 24 January 2013

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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 makes effective use of observations of children's learning to help her assess their progress and establish the priorities for each child's development.  The childminder works in close partnership with parents and the staff in other settings that children attend to help provide continuity in their learning. She takes into account the views of all involved in their learning to help her monitor children's progress.  Children make good progress and, at times, exceed expected levels of development. They quickly develop good communication and language, physical and social skills.  The childminder has a strong knowledge of how to support children with special educational needs. For example, she takes well-considered steps to ensure her setting meets the needs of all children such as using a range of methods to help them communicate their needs.  The childminder keeps her knowledge and practice updated. For example, she makes

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This provision is good

the most of training opportunities and adapts her policies and procedures to help her meet new legislation and guidance.

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It is not yet outstanding because:

 The childminder sometimes does not allow children to finish exploring one activity before introducing another.  Children are not fully able to access the wide range of resources to help them lead their own play independently.

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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

 build further on teaching practices to consistently provide children with time to fully explore and extend their learning  develop further the organisation of the environment to help children lead their own play independently.

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Inspection activities

 The inspector observed activities indoors and discussed the provision for outside play.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records.  The inspector checked evidence of the childminder's qualifications and suitability checks.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a strong knowledge of the signs that a child's welfare is at risk and knows what to do if she is concerned. The childminder refreshes her safeguarding knowledge frequently. She reflects on her practice regularly and adapts what she provides based on her evaluations. The childminder considers the views of parents, children and people around her. For example, she observes children's interests and uses this information to develop her provision. She updates her knowledge frequently using a range of methods available to her. For example, she adds new resources and activities to enrich children's experiences after gaining information from other professionals.

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Quality of teaching, learning and assessment is good

Children explore and make discoveries. For example, babies focus on the noises that instruments and other objects make and enjoy listening to nursery rhymes. Children enjoy activities that the childminder plans around their interests. For example, she uses an interest in balls to increase babies' mobility. The childminder follows successful strategies to support diversity in her setting. Children celebrate and understand the differences that exist between one another. The childminder takes time to learn key words in children's home languages and repeats them back to children alongside the English equivalent. This helps to develop children's early communication and language skills.

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Personal development, behaviour and welfare are good

Children form strong relationships with the childminder. The childminder quickly helps them to adjust to routines, which helps children to settle. The childminder encourages children's independence, for example she teaches them to put on their coats. Children have good opportunities to develop their social skills and confidence, ready for when they move on to busier settings. For example, the childminder frequently takes them to larger group activities in the local area. Children behave well, they show an ability to share and take turns. The childminder encourages positive behaviour such as by using effective, consistent and calm strategies.

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Outcomes for children are good

Children are interested in numbers. They count objects in their free play which helps them to develop good early numeracy skills. Children and babies enjoy making marks with materials such as paint or chalk. This helps to lay the foundations for future writing. Children and babies enjoy books. They turn the pages and show interest in pictures. Children learn a wide range of skills to prepare them for the next step in their learning.

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Setting details

Unique reference number 507325 Local authority Surrey Inspection number 1061585 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 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 24 January 2013

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Telephone number

The childminder registered in 1993. She lives in Horley, Surrey. The childminder provides care all week, including weekends, 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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