Coghlan, Karen Tracy

Inspection date

Previous inspection date 9 February 2017 28 January 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 effectively keeps her knowledge up to date about changes in legislation and teaching practices. This enables her to continually improve her skills and provide good-quality care and learning opportunities for children.  The childminder has close attachments to the children in her care. She supports their emotional well-being effectively. For example, she cuddles children and gives them praise to build on their developing self-esteem and confidence.  Children begin to learn skills they need to help them with their future learning. For example, they gain independence and begin to manage personal care skills, such as putting on shoes and coats and going to the toilet unaided. Children progress well.  The childminder provides a range of interesting activities for children to experience. For example, toys with buttons help children to understand how things work.  The childminder undertakes training to keep her knowledge current. For example, after

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This provision is good

researching different teaching methods she implemented outdoor play activities to help those children who learn better outside.

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It is not yet outstanding because:

 The childminder does not consistently build on ways to extend partnerships with settings and schools that children attend, to further support their learning.  The childminder does not consistently seek children's views to help her identify how she can make improvements to her service and enhance children's experiences even further.

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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

 build on partnerships with other settings that children attend to further support a consistent approach to their learning and development  increase ways to support the regular involvement of all children in contributing their views to help improve and develop their experiences at the setting further.

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Inspection activities

 The inspector viewed the premises.  The inspector observed the childminder interacting with children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of safeguarding and knows how to keep children safe from harm. She knows what to do and who to contact if she has a concern about a child's welfare. The childminder works well with parents to support children's learning at home. For example, after identifying a child's interest in numbers she shared a counting and sorting activity. The childminder has effective monitoring systems in place, to help her identify any strengths or gaps in children's development and provide the appropriate support. Since her last inspection, she has improved opportunities for children to link sounds to letters. For example, the childminder sounds out the children's names as they begin to recognise letters.

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Quality of teaching, learning and assessment is good

The childminder has a variety of toys, resources and equipment for children to explore and investigate. For example, children use a piece of guttering to roll objects into a basket. The childminder effectively supports children's development of mathematical language. For example, she adds words such as 'semi-circle' and 'crescent' when discussing shapes. The childminder encourages children to think for themselves and asks challenging questions. For example, when playing with scales and weighing different objects she asks 'which one is the heaviest?' The childminder knows the children very well and adapts activities for children of differing abilities. For example, when reading a story, she uses gestures and exaggerated tones and expressions for young children. She extends vocabulary for older children, naming different breeds of bird, such as `puffin' and 'toucan', and introducing words such as 'astronaut' while building rockets using magnets.

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Personal development, behaviour and welfare are good

The childminder is a good role model for children. She helps children to resolve their own conflicts. For example, children learn to negotiate and play well together and are kind to each other. Children learn to share, take turns and respect each other. Children choose their own activities and follow their own interests. They are happy and motivated to learn. The childminder teaches children to be aware of risk and their own safety. For example, children know not to play on the decking outside when it is wet and slippery.

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Outcomes for children are good

Children learn how to be independent, for example, they learn how to cut up their own fruit. Children develop good social and physical skills through a range of interesting experiences, such as visits to the park, toddler groups and National Trust properties. Children develop good communication and language skills that prepare them for the next stage in their learning. For example, children begin to practise writing their names.

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Setting details

Unique reference number EY436742 Local authority Surrey Inspection number 1062534 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 8

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Name of registered person

Date of previous inspection 28 January 2013

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Telephone number

The childminder registered in 2011. She lives in Leatherhead, Surrey. The childminder operates from Monday to Thursday, 7.30am to 6pm, for most of the year. She has a degree in early years teaching.

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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

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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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