Childminder EY479312

Inspection date

Previous inspection date 8 November 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

 The childminder provides a warm and welcoming environment. Children settle quickly and confidently explore the high quality resources.  The childminder has secure relationships with children. They seek her out for affection and support, and enjoy her company. The childminder knows children well and fully supports their emotional well-being.  The childminder observes and assesses children regularly. She tracks their development and plans the next steps to support their ongoing learning. Children make good progress.  The childminder understands the importance of working in partnership with other settings that children attend. She gains parents' permission to share information with staff at other settings to support children's progress.  The childminder has good partnerships with parents. She involves them in their children's learning and values their feedback. For example, she completes daily diaries

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This provision is good

and shares children's development records.

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It is not yet outstanding because:

 The childminder misses some opportunities to allow children to do things for themselves and completes tasks for them.  Sometimes the childminder does not adapt activities to ensure all children get the most out of them, particularly younger children.

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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

 offer more consistent support for children to compete tasks that they can do for themselves to support their independence even more fully  review the planning of activities to consider more effectively how all children, particularly younger children, can participate fully.

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Inspection activities

 The inspector observed the childminder's interactions and quality of teaching in the indoor environment.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed children's development records, discussed their learning with the childminder and tracked their progress.  The inspector viewed all areas of the home used for childminding.  The inspector took account of parents' views through written feedback.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a confident knowledge and understanding of the procedures to follow should she have concerns about a child's safety. She ensures her knowledge is kept up to date. For example, she researches new legislation and completes online training courses. The childminder risk assesses her home each day to further ensure children's safety. She evaluates her practice and provision and includes the views of parents when deciding how to improve. The childminder has recently attended training that has increased her knowledge of how to support children's healthy diets more effectively.

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Quality of teaching, learning and assessment is good

The childminder supports children's language and communication skills well. For example, she talks to children during their play and asks appropriately challenging questions to encourage them to think and respond. Children enjoy taking part in creative activities. For example, they explored a variety of leaves and confidently spread glue and selected leaves to create an autumnal picture. The childminder extended children's learning by using books to develop their knowledge of different seasons. Children remained engaged and motivated to learn. Children enjoy exploring a range of technological equipment and they quickly learn that their actions cause effects. The childminder builds on their interest well, for example, by asking children to recognise colours, and she incorporates number language to help support their early mathematical skills.

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Personal development, behaviour and welfare are good

The childminder is sensitive to children's needs and quickly recognises when they need support or comfort. For example, when younger children became tired, the childminder found their comforters and adapted the daily routine so they could sleep. Children behave well and have a good understanding of what the childminder expects. The childminder is a positive role model; she praises children regularly and respects their views. Children are polite and kind to their friends. For example, while playing children stated 'sharing is caring', which the childminder praised and confirmed. The childminder makes good use of the local area to help further encourage children's healthy lifestyles and physical skills. For example, they visit play parks and go for walks in the woods.

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Outcomes for children are good

Children make good progress in preparation for their future learning and move to school. They have good social skills, understand the need to share and take turns, and learn to solve problems independently. Children enjoy drawing and making marks, and they have opportunities to practise their pen control during creative activities.

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Setting details

Unique reference number EY479312 Local authority Surrey Inspection number 987220 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 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 and lives in Redhill, Surrey. The childminder operates Monday to Friday from 7.30am until 6pm all year around.

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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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