Childminder EY445999

Inspection date

Previous inspection date 18 November 2016 29 November 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 works in partnership with parents well overall. Parents speak highly about the care and learning she provides for their children.  The childminder forms strong bonds with children. They show that they feel confident exploring their surroundings and safe in her home.  The childminder tracks children's progress well and identifies areas to help them develop. All children make good progress.  The childminder provides opportunities for children to be involved in the community. For example, children enjoy going to parks, rhyme-time sessions and toddler groups.  The childminder offers a good range of activities for babies to develop their physical skills and explore the world around them.  The childminder supervises children well and encourages their independence. Children learn to play cooperatively with one another and their behaviour is good.  The childminder supports children to learn about the differences between themselves

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This provision is good

and others in society, to develop their understanding of diversity.

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It is not yet outstanding because:

 The childminder does not consistently encourage children to count and explore shapes, to further develop their early mathematical skills.  The childminder does not fully encourage parents to be involved in the self-evaluation and improvement process, to build on the good partnerships already in place.

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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 opportunities for children to count and recognise shapes, to further develop their early mathematics skills  strengthen opportunities for parents to be more involved in the self-evaluation process, to help identify any areas for improvement in the provision.

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Inspection activities

 The inspector looked at the areas of the premises that children use.  The inspector sampled a selection of children's records, and the childminder's policies and other documents.  The inspector assessed the childminder's understanding of how to keep children safe.  The inspector took account of the views of parents spoken to on the day of inspection.  The inspector and the childminder evaluated a planned activity together.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of how to keep children safe. For example, she uses detailed risk assessments and knows the procedures to follow if she has concerns about a child's welfare. Safeguarding is effective. The childminder updates her knowledge and skills well, to continually improve children's care and learning. The childminder offers a varied range of activities for children and shares clear information about their progress with parents. She also uses what parents know about their children's development, to inform her assessments and further encourage children's progress.

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Quality of teaching, learning and assessment is good

The childminder models language well and encourages children to communicate with her throughout activities. She works regularly with colleagues to introduce new learning experiences for children. She encourages children to socialise as a group and explore new places in the community. Children develop their physical skills through play. For example, they dance to nursery rhymes and learn to use a slide in the garden. Older children use technology well, for example, as they develop their understanding of letters, words and sounds. Books are readily available for children to choose and read with the childminder. Children enjoy painting and making marks in the sand in the garden. The childminder tracks children's progress well and identifies next steps for children to work towards. She helps them to make good progress in their development.

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Personal development, behaviour and welfare are good

The childminder has an extremely caring nature. She is attentive to all children's needs and offers reassurance regularly when children seek her support. The childminder gives plenty of praise for children's achievements and helps to build their self-esteem and confidence. Children build good personal skills ready for their next stages in learning. For example, they learn how to wash their hands, eat independently and take off their coats. Children are encouraged to say 'please' and 'thank you' and they behave well as a group. They are confident and show that they feel safe and secure. The childminder encourages children to learn about risks around them. For example, she teaches them to climb the steps of the slide safely as they enjoy play together in the garden and how to cross the road safely on outings.

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Outcomes for children are good

Children make choices in their play and enjoy exploring the world around them. Younger children read books with the childminder and experience playing with a variety of media and materials. Children start to form words and learn to be considerate of one another as they play together. They are well prepared for their next stages in learning.

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Setting details

Unique reference number EY445999 Local authority Surrey Inspection number 1059319 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 29 November 2012

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Telephone number

The childminder registered in 2012. She lives in Staines in Middlesex. The childminder works from 8am to 5pm on Monday to Friday, 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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