Childminder EY410893

Inspection date

Previous inspection date 14 November 2016 5 October 2012

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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 knows the children very well. She quickly identifies any potential needs and implements a plan so children do not fall behind. Children make good progress.  Children are prepared well for school. For example, they begin to practise writing their names and begin linking letters and sounds.  The childminder supports children's self-esteem well. For example, she cuddles children and praises them, which helps to build their emotional well-being.  Children form strong attachments to the childminder. They are keen to learn in a safe, warm and welcoming environment where they are valued and respected.  Children are motivated to learn and develop good independence and confidence.  Children's behaviour is good. The childminder manages children's behaviour well and sets clear boundaries for children. To support continuity, she agrees methods to manage children's behaviour with the parents.

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It is not yet outstanding because:

 The childminder does not regularly seek the views of parents and children to help her identify where she can improve and develop her service further.  At times, the childminder does not make full use of opportunities to challenge and extend children's learning 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

 increase opportunities to support the regular involvement of parents and children in contributing their views to help improve and develop the setting further  continue to make use of all the learning opportunities that arise to provide children with activities that extend and challenge their learning as effectively as possible.

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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 uses her observations well to follow children's interests and plan for each child's next steps in learning. She works with other professionals to support children's progress. For example, she shares assessments and next steps to continue children's learning. The childminder shares activities with parents. For example, a role play activity developed into an extended learning experience with the parents continuing the activity at home. Safeguarding is effective. The childminder and her assistant are fully aware of what to look out for if they have a concern about a child's welfare and are clear about the procedures to follow. The childminder meets regularly with her assistant and shares good practice and any updates in legislation, which has a positive impact on her teaching skills. The childminder accurately identifies any training needs and develops an effective plan.

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Quality of teaching, learning and assessment is good

The childminder knows each child very well and adapts her practice to suit their individual needs. For example, she engages younger children by using gestures and noises and extends vocabulary by adding words for older children. The childminder supports children's developing communication, language and mathematical skills effectively. Children learn how to count and are beginning to recognise shapes. For example, during a puzzle activity children learned to identify a hexagon. The childminder extends children's vocabulary well, for example, introducing words such as 'rough' and 'smooth'.

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Personal development, behaviour and welfare are good

The childminder supports children well to understand about risk and their own safety. For example, they know it is unsafe to play with skipping ropes inside. The childminder is a good role model. Children learn to share, take turns and develop effective social skills, preparing them for the next stage of their learning. The childminder uses a variety of ways to help children think about how they differ from others. For example, children have resources and equipment to support their learning, such as figures in different traditional dress and others with a disability. The childminder supports children to express themselves through various ways, for example, as they sing and dance to music.

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Outcomes for children are good

Children are prepared well for school. For example, children are aware of their own needs and are learning to become independent as they visit the toilet and dress themselves. Children learn good communication and language skills and are beginning to learn how to count and recognise shapes and quantity. Children's physical skills develop well, for example, when they play outside on large equipment. Children develop good social skills through a range of interesting experiences, including outings in the community.

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Setting details

Unique reference number EY410893 Local authority Surrey Inspection number 1058934 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 11 Number of children on roll 8

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Name of registered person

Date of previous inspection 5 October 2012

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Telephone number

The childminder registered in 2010. She lives in Caterham-on-the-Hill, in Surrey. She operates her service from Monday to Friday, 7am to 6.30pm, and is registered to provide overnight care. The childminder has a recognised childcare qualification at level 3.

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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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