Childminder in Surrey

Inspection date

Previous inspection date 8 November 2016 20 March 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 Outstanding 1

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This provision is good

 The childminder monitors children's progress, identifies any gaps in learning and effectively puts a plan in place to address these promptly.  The childminder is an exemplary role model. Children learn to share and they develop highly effective personal skills, preparing them for the next stage of their learning.  The childminder reflects on her practice effectively and keeps her knowledge current, such as about new legislation and practice changes, to help improve her teaching skills.  Children begin to understand the patterns of speech. For example, the childminder encourages the development of young children's communication and language skills, listening intently when they babble and talking back in response.  Children have very close relationships with the childminder and are happy and confident. They are prepared well for school. For example, they practise writing their names and link letters and sounds using role play, such as the post office.

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This provision is good

 The childminder provides a safe and welcoming environment. Children flourish and are exceptionally keen to learn. All children make good progress from their starting points.

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It is not yet outstanding because:

 At times, the childminder does not make parents fully aware of how they can further extend their children's learning at home.  The childminder does not build on ways to extend partnerships with settings and schools that children attend, to further support a consistent approach to their learning.

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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

 extend further the opportunities for parents to contribute to their children's learning at home  build on partnerships with other settings that children attend to further support a consistent approach to building on their learning and development.

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Inspection activities

 The inspector observed interactions between the childminder and children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector took parents' written views into account.  The inspector viewed the areas used by children.

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Effectiveness of the leadership and management is good

The childminder is aware of the signs and symptoms that may cause her concern for children's welfare. She has policies in place to follow and is aware of who to contact if she has a concern. Safeguarding is effective. The childminder plans effectively to include each child's individual interests. Children are motivated learners. She conducts regular risk assessments and minimises any risks or potential hazards to help keep children safe. The childminder reviews her practice effectively. She frequently seeks the views of both children and parents and initiates improvements. This helps her to provide high-quality outcomes for children. For example, she has improved the outside area and enables children who learn better outside more access to the area.

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Quality of teaching, learning and assessment is good

The childminder has a good variety of toys and equipment that fully support children's learning. For example, children experiment as they learn how toys with buttons work. Children are engaged by the exciting resources. For example, older children attempt to find out how a water speaker works, while younger children watch fascinated by the changing colours and patterns. The childminder supports children's communication and language development well. She repeats back words and adds words, extending their vocabulary. For example, during discussions about fireworks the childminder added the words 'explode' and 'sparkle'. She asks challenging questions such as 'why do we need a coat on in the garden?' This helps children to begin to think for themselves.

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Personal development, behaviour and welfare are outstanding

The childminder has an excellent understanding of how to keep children safe and the risks posed by adults who use internet technology. For example, after attending training, she shared information with parents to demonstrate how to protect children from potential internet dangers. She supports children exceptionally well to manage risks and challenges safely and with confidence. The childminder uses a variety of excellent ways to help children think about how they differ from others and extend learning. For example, children learn about cultures through effective experiences such as using puppets and dolls. Children learn to be tolerant and respectful of others and their beliefs.

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Outcomes for children are good

Children develop good independence skills. They are aware of their own needs and how to manage them. For example, after using the potty they know to wash their hands. They learn skills that will help them get ready for school. For example, children count and are beginning to understand mathematical language and shapes. Children develop their physical skills through a range of indoor and outdoor equipment. For example, they learn to move their arms in large circles using ribbons as they sing action songs and rhymes.

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Setting details

Unique reference number EY418201 Local authority Surrey Inspection number 1062410 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 4

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Name of registered person

Date of previous inspection 20 March 2013

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Telephone number

The childminder registered in 2010. She lives in Reigate, Redhill, Surrey. She operates from Monday to Friday, 7am to 6pm, for most of 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

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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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