Childminder in Surrey

Inspection date

Previous inspection date 24 January 2017 6 January 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

 Partnerships with parents are good. The childminder keeps parents fully informed and involved in their children's care and learning, which helps to provide continuity.  The childminder reviews her practice and provision effectively. Since the last inspection, she has taken positive steps to make improvements. For example, she has improved the way she assesses children's development to help her identify individual children's next steps in learning.  The childminder completes regular observations of children and monitors their development effectively. She uses this information to identify any gaps in children's learning and implement plans to support them to achieve. Children make good progress.  Children build good relationships with the childminder. They are settled and secure in her care, which helps to build good levels of emotional well-being.  The childminder supports children's learning well. For example, she encourages

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This provision is good

younger children to solve problems and persevere when completing puzzles.

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It is not yet outstanding because:

 The childminder does not consistently seek the views of all parents to help her to drive continuous improvement.  Sometimes, the childminder does not encourage children to count and use numbers during their play.

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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

 involve parents in the evaluation of the provision to help identify areas for development  help children to build on their counting and understanding of numbers to extend their mathematical learning.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the children's learning.  The inspector asked the childminder relevant questions about children's learning and development throughout the inspection.  The inspector completed an observation with the childminder to evaluate the effectiveness of an activity together.  The inspector viewed the areas of the home used by the children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands how to protect children from harm and knows what to do if she has concerns about a child's welfare. She keeps her knowledge of the early years foundation stage up to date, including attendance at courses, reading relevant documentation and sharing information with other childminders. The childminder has good partnerships with other professionals, such as childminders. They work closely together to offer support, guidance and ideas for activities. This helps the childminder plan activities to ensure that children make good progress in their learning.

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Quality of teaching, learning and assessment is good

The childminder provides a range of stimulating activities based on children's interests and needs. She makes resources easily accessible, which helps children to make independent choices during their play. The childminder supports children's communication and language well. For example, she repeats words and uses simple sentences to help children develop understanding and speech. The childminder shares children's development progress with parents on a regular basis and offers suggestions for activities, which helps children to learn at home. The childminder supports children's understanding of shape, space and measurement well. For example, when children built brick towers and completed puzzles she used words, such as 'on top', 'in front' and 'behind', to help children understand positional language.

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Personal development, behaviour and welfare are good

Children have opportunities to learn about the similarities and differences between themselves and others. For instance, the childminder provides toys and discusses people who have disabilities with the children. They learn to respect and value others. The childminder sets clear boundaries, which help children to behave well. The childminder understands her role in keeping children safe and protecting them from risk of harm. She completes daily risk assessments and encourages children to be aware of possible risks. For example, she teaches them that they must not speak to strangers or disclose personal information, such as their names, when visiting the park.

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Outcomes for children are good

Children make good progress in preparation for their future learning, including school. For example, they make independent choices about their play and are confident. Toddlers are inquisitive and share pleasure while developing early reading skills, such as when they happily play games of 'I spy'. Children play together and learn to share and take turns. Children's behaviour is good. They learn to look after themselves, for instance, children follow good hygiene routines.

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Setting details

Unique reference number 120733 Local authority Surrey Inspection number 1057458 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

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Name of registered person

Date of previous inspection 6 January 2016

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Telephone number

The childminder registered in 1994. She lives in Stanwell, near Staines. The childminder operates her service all year round from 7am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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

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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