Childminder EY414536

Inspection date

Previous inspection date 5 December 2016 21 May 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a good range of educational activities. Children have fun and enjoy learning. They make good progress from their starting points and develop skills for their future learning.  Parents are kept well informed of their children's progress including how they can help extend learning at home. For example, the childminder shares regular newsletters and daily information with them.  Children build very strong relationships with the childminder. They are very settled and secure in his care, which helps to build good levels of emotional well-being.  The childminder works well with other settings children attend such as school and pre- school. This shared approach helps to provide consistency for children's care and development.  The childminder effectively monitors children's progress. He undertakes regular assessments of their learning, in particular, to help him identify those children who

p.1

It is not yet outstanding because:

 The childminder occasionally misses opportunities to build on children's good understanding of numbers.  The childminder does not always make the best use of opportunities to further develop babies' exploratory skills to engage their interests in activities fully.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 enhance children's mathematical awareness to build on their good understanding of numbers  explore ways to further develop babies' exploration skills, so they become even more engaged in activities.

p.2

Inspection activities

 The inspector asked questions throughout the inspection to gauge the childminder's understanding of the children.  The inspector observed the children and childminder during indoor and outdoor activities.  The inspector viewed the areas of the childminder's home used by children.  The inspector sampled children's development records.

p.2

Effectiveness of the leadership and management is good

The childminder pursues continuous opportunities for professional development to improve his teaching skills. He regularly seeks the views of parents and children to build on the strengths of the provision. For example, parents complete questionnaires and make suggestions on how the childminder can make improvements. Overall, the childminder has a good understanding of how children learn and develop, and he uses this knowledge to provide age-appropriate play activities. Safeguarding is effective. The childminder keeps his knowledge of child protection up to date and has a good understanding of what to do if he has a concern about the welfare of a child. For example, he knows the indicators that a child may be at risk of exposure to extreme ideas about right and wrong.

p.3

Quality of teaching, learning and assessment is good

Children benefit from child-friendly, well-resourced play areas, indoors and out, which enable them to make choices in their play, across all areas of learning. The childminder provides children with good opportunities to be creative and imaginative. For example, they thoroughly enjoy using resources, such as child scissors, for cutting out paper to make Christmas decorations. Overall, children's attention skills are developing well. For example, older children sit and listen enthusiastically to stories, and identify rhyming words such as 'snail' and 'whale'. The childminder places great emphasis on developing children's language and communication. For example, during play, he frequently talks to the children about what they are doing such as discussing their sticky fingers after a creative activity. This leads to talk about other things that may make their hands sticky.

p.3

Personal development, behaviour and welfare are good

Children learn about the importance of being physically active and have daily access to the garden. They use a range of resources including slides, ride-along toys and large cardboard tubes. The childminder helps children to understand how to keep themselves safe. For example, he reminds them that the garden may be a little slippery due to the frost. Children are polite, kind and considerate to one another. The childminder acts as a good role model, and helps children to learn about the differences and similarities between themselves and others. For example, he uses personal experiences to teach them about adults with disabilities. Children learn to respect and value others.

p.3

Outcomes for children are good

Children make good progress in preparation for school. For example, they make independent choices about their play and are confident communicators. They play happily together and behave extremely well. Older children learn to write their own names, and talk about the different letters of the alphabet and the sounds they represent.

p.3

Setting details

Unique reference number EY414536 Local authority Surrey Inspection number 1062396 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

p.4

Telephone number

The childminder registered in 2010. He lives and works with his wife, who is also a registered childminder, in Woking, Surrey. He provides care Monday to Thursday from 7.30am to 6pm and operates his service all year round, except for one week at Christmas. The childminder holds a relevant childcare qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5