Childminder in Surrey

Inspection date

Previous inspection date 23 November 2016 12 May 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Children are happy and engaged in meaningful play and make good progress in their learning. The childminder motivates children and effectively builds on their learning through her skilful interaction.  The childminder helps children develop their language and communication skills well. For example, she models language and provides an effective narrative for them.  Children's behaviour is good. The childminder skilfully uses sensitive explanation and good distraction techniques to resolve any minor squabbles effectively.  The childminder uses a variety of information sources to help her reflect on her practice, keep up to date with changes and target improvements. As part of her future plans, she has identified that further training will help her to enhance her practice. She has successfully met the areas of improvements from her previous inspection.  The childminder completes regular observations and assessments, which help her to

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This provision is good

plan activities which follow children's current interests. This contributes towards children making good progress.

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It is not yet outstanding because:

 The childminder's plans do not focus on providing the next steps in children's learning, which will promote even more rapid progress in their development.  Occasionally, the childminder does not use questioning to help children think out their own solutions and ideas.

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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

 enhance planning for children's next steps in learning to promote even greater progress  use every opportunity to ask questions that enable children to think and find their own solutions in their play.

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Inspection activities

 The inspector spoke to the childminder and engaged with the children at appropriate times during the inspection.  The inspector observed the quality of the childminder's interactions with children.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector viewed the spaces, toys and equipment used for childminding purposes, indoors and outdoors.  The inspector looked at a range of documentation, including self-evaluation, policies and the children's development records.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident in recognising the signs and symptoms which would cause a concern about a child's welfare. She regularly completes safeguard training to ensure her knowledge is up to date. The childminder ensures she checks her home and garden so that she can minimise any potential hazards. She teaches children how to keep themselves safe during outings and walks to school. For example, they learn how to cross the road safely and ensure they are always in her eyesight. There are regular exchanges of information about children's achievements between home and the setting, which effectively promote strong partnerships with parents.

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Quality of teaching, learning and assessment is good

Children's progress is closely monitored from their first day and regular assessments are in place. This enables the childminder to identify and implement timely interventions to close any gaps in children's learning. Children are keen to join in activities. For example, they investigate objects, counting them and discussing colours and sizes, which helps to support their mathematical skills. They enjoy playing with dough and delight in running a toy digger over the mound and notice the different tracks the tyres make. Children enjoy rummaging in a box as they search for alphabetic stickers to label their own artwork.

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Personal development, behaviour and welfare are good

The childminder provides a stimulating and welcoming environment, which allows children to develop their independence and ability to explore. Children's care needs are effectively met. The childminder gathers all important information from parents about a child's individual needs and routines at the start of the care. For example, she follows children's home routines as closely as possible and encourages them to bring in their favourite comforters. This helps them to feel safe and secure. The childminder prepares healthy snacks and meals, which contribute towards children learning about how to lead a healthy lifestyle. Children benefit from plenty of opportunities to get fresh air and be physically active. For example, they visit local amenities, such as playgroups, parks and play areas.

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Outcomes for children are good

Children form secure emotional bonds with this kind and experienced childminder. They display good levels of self-confidence and motivation and enjoy leading their own play. Children learn to be independent and manage their own care needs well. They are developing an early appreciation of differences and similarities in the world around them. Children are making good progress and acquiring the skills they need for moving on in their learning, including school.

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Setting details

Unique reference number 120695 Local authority Surrey Inspection number 1057457 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 8

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Telephone number

The childminder registered in 1996. She lives in Tongham, Surrey. The childminder provides care Monday to Friday, from 8am to 5pm, throughout 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

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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