Childminder EY454312

Inspection date

Previous inspection date 2 March 2017 9 April 2014

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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 communicates well with parents. She keeps them up to date with what their children are learning and how they are progressing. This good communication helps parents to know how they can continue their children's learning at home.  The childminder monitors children's learning effectively. She has a clear understanding of where children are in their learning and takes effective action if she identifies any areas of underachievement.  The childminder understands how children develop and learn through play. She uses her assessments effectively to help her plan for the next stages of their development. All children make good progress from their starting points.  The childminder is a good role model for children. She gives children clear explanations about why certain behaviour is not acceptable. She helps them to resolve their own conflicts and understand the importance of being kind to one another.

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This provision is good

 Children enjoy a wide range of outings into the local community. They learn how to socialise and develop an understanding of others.

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It is not yet outstanding because:

 The childminder does not consistently obtain information about children's learning from other settings that they attend, to extend the continuity of support even further.  Occasionally, the childminder does not use questioning to help children think of 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

 extend partnerships with other early years settings to fully support a consistent approach to children's ongoing development  use all opportunities 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 the childminder's self- evaluation, policies and the children's development records.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder is knowledgeable about the signs and symptoms which would cause her concern about a child's welfare. She has a good understanding of the procedures she must follow to protect children from harm. The childminder has good procedures to evaluate the quality of her provision, to help her continually improve. She gains the views of parents and children as part of the process. The childminder completes training and discusses good practice with other professionals to keep her skills up to date. For example, she uses the knowledge she gains to help children understand their emotions and feelings.

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Quality of teaching, learning and assessment is good

The childminder plans children's learning carefully. She identifies activities that help them to practise their developing skills. She helps children learn how to use resources effectively and she makes learning enjoyable. The childminder is skilled at understanding children as they communicate their needs and preferences. She gives them good opportunities to explore their interests. For instance, children experiment with shaving foam to make marks and to enjoy the texture of foam on their hands.

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Personal development, behaviour and welfare are good

Children are happy and settle quickly in the childminder's care. They form secure emotional bonds with this caring childminder. The childminder is responsive to children's individual needs. For example, she is quick to provide safe and comfortable areas for children to sleep in when they become tired. The childminder provides a broad range of experiences that support children's good health. For example, children enjoy regular exercise. They engage in conversations about why eating healthy foods helps to give them energy so that they can play energetically. The childminder encourages children to be independent and learn to manage some tasks by themselves. For example, children help to lay the table and help prepare fruit at snack time.

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Outcomes for children are good

Children are motivated to learn. They move confidently around the house to independently select toys and resources. Children develop a love of books, which supports their early literacy skills. Children gain a strong understanding of mathematical concepts and they learn about shapes. For example, they begin to recognise numbers up to 10 and practise matching as they use shape sorters.. Children enjoy learning and are well prepared for the next stages of their learning and starting school when the time comes.

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Setting details

Unique reference number EY454312 Local authority Surrey Inspection number 1069179 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 4 Number of children on roll 3

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Name of registered person

Date of previous inspection 9 April 2014

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Telephone number

The childminder registered in 2012. She lives in Deepcut, near Camberley, Surrey. She operates her service from 7.30am to 6.30pm, Monday to Friday, for most of the year, except family holidays.

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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

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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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