Childminder EY450332

Inspection date

Previous inspection date 30 November 2016 18 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 Good 2

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This provision is good

 The childminder knows children well. She has a good understanding of their individual needs and forms close relationships with them. This helps children to settle quickly.  The childminder and her co-minder generally provide a good range of activities which they adapt to meet the needs of all children. Children are keen to take part, enjoy learning and make consistently good progress.  The childminder is keen to continuously improve her practice. She works closely with other childminders and makes good use of early years websites to ensure her knowledge is up to date. For example, she has a good understanding of current safeguarding legislation.  The childminder has good relationships with other settings that children attend. She regularly shares information about their development and understands the importance of partnership working to support children's ongoing development.  The childminder has strong relationships with parents. She makes sure they are aware

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This provision is good

of what their children are doing and involves them in their learning.

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It is not yet outstanding because:

 The childminder does not make the most of routine times of the day to help provide children with opportunities to learn even more.  Occasionally, children do not understand they only have a limited time in which to make the most of activities they take part in.

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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

 improve children's learning opportunities during their daily routines and activities  help children to have a greater understanding of how they can get greater benefit from the activities in which they take part, given the time they have.

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Inspection activities

 The inspector observed activities and the childminder's interactions with children in the indoor environment.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector viewed a range of written documentation including risk assessments, training certificates and policies.  The inspector viewed children's development records and tracked their progress.  The inspector spoke to some parents and viewed written feedback to gain their views.

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Effectiveness of the leadership and management is good

The childminder places high regard on making sure children are safe. For example, she risk assess her home each day. The childminder has a secure knowledge of child protection procedures and the process she would follow if she had concerns about a child's safety. Safeguarding is effective. The childminder shares written policies with parents to ensure they are aware of her role and responsibilities. She has made good progress since her last inspection and in addressing the recommendations set. For example, children have good opportunities to see and use print in the environment. The childminder and co-minder monitor children's progress effectively. They track their development regularly, and together ensure children have effective opportunities to make good progress.

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Quality of teaching, learning and assessment is good

Observation and assessments of children's learning are good. They clearly show what children are interested in or reluctant to explore, and the childminder uses this information to plan activities. For example, some children do not like getting messy. The childminder adapted a group activity to ensure all children could take part. She provided utensils and other resources for children to explore a different material so they would not have to get their hands messy. The childminder supports children's communication and language skills well. For example, she talks to them while they play and asks a good range of questions to make them think and respond.

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Personal development, behaviour and welfare are good

Children are happy and have secure relationships with the childminder and her co-minder. They seek them out for reassurance and affection and have a good understanding of what is expected of them. The childminder praises children regularly with 'high fives' and cheers. This helps to encourage children's positive behaviour and willingness to have a go and try new things. The childminder supports children's knowledge and understanding of healthy lifestyles. For example, she teaches them to wash their hands before eating. Children have daily opportunities to socialise with other children in the local community. For example, they visit toddler groups and soft-play centres, which also help develop children's physical and social skills.

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Outcomes for children are good

Children make consistently good progress in preparation for their future learning and move to school. They are beginning to understand that letters represent different sounds and meanings. For example, they match letters that they create from dough to their table placemats. All children learn to be independent, for example they choose their own snacks and readily feed themselves.

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Setting details

Unique reference number EY450332 Local authority Surrey Inspection number 1062813 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 5 Number of children on roll 5

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Name of registered person

Date of previous inspection 18 March 2013

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Telephone number

The childminder registered in 2012 and lives in Dorking, Surrey. She operates her service Monday to Friday from 8am until 6pm, all year around. The childminder works with a co- minder.

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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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