Childminder in Surrey

Inspection date

Previous inspection date 2 March 2017 10 June 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 uses observation, assessment and monitoring effectively to identify children's next steps and any gaps in their learning. She provides additional support to help children catch up.  Children have fun and enjoy learning. They make good progress from their starting points and develop skills for future learning well.  The childminder effectively evaluates her provision. She seeks the views of both her assistant and the parents to help drive improvement continuously, which benefits children.  The childminder helps to develop children's emotional well-being and self-esteem. For example, she offers children lots of praise and encouragement, and helps them learn to respect the differences and similarities between themselves and others.  Children complete simple tasks independently, such as cutting up their own fruit at snack time and helping to put outdoor clothing on before going into the garden.

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This provision is good

 The childminder provides opportunities for children to be physically active. Children enjoy regular visits to parks and play in the garden, which contributes to their good health.

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It is not yet outstanding because:

 Sometimes, the childminder intervenes in children's play too soon rather than stand back and let children work things out for themselves to help extend their learning.  The childminder does not teach children the correct mathematical terms to describe two-dimensional and three-dimensional shapes.

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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 teaching skills to recognise when to stand back and let children work things out for themselves and when to support to help extend their learning  enhance children's understanding of two-dimensional and three-dimensional shapes.

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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 on children's learning and development throughout the inspection.  The inspector completed an observation of the assistant with the childminder and discussed the findings.  The inspector viewed the areas of the home used by the children.  The inspector checked documentation, for example, paediatric first-aid certificates and public liability insurance.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder ensures that both she and her assistant have a good understanding of how to keep children safe. They are aware of the procedures to follow should they have any concerns about the welfare of a child. For example, they have completed training to help recognise the exposure children may have to extreme views about what is right and wrong. The childminder keeps her skills and knowledge up to date. For instance, she works well with other childminders to share ideas, which helps to develop her teaching and offer children a wider variety of learning experiences. The childminder works with parents effectively. For example, they talk daily to share what children know and can do, and the progress they make. The childminder shares ideas on how parents can extend their children's learning at home, which helps to provide continuity for their next steps.

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Quality of teaching, learning and assessment is good

The childminder observes children effectively as they play. She plans good activities to help extend children's learning. For example, babies begin to understand how technology works by pressing the buttons on toys to make them light up or make sounds. The childminder provides a wide range of resources to build on older children's interests, such as in mathematics. For example, she encouraged children to describe the differences in the size of modelling dough pieces. Children used positional language, such as 'over' and 'under' when they rolled dough through an arch they had made.

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Personal development, behaviour and welfare are good

The childminder and her assistant are warm and caring and the children are very happy and confident to explore the environment. They show independence in the choices that they make. Children behave well and cooperate with others. The childminder understands the importance of keeping children healthy and provides them with nutritious snacks, such as fruit salad and smoothies. The childminder teaches the children the importance of keeping themselves safe, for example, crossing the road safely and being aware of possible risks, such as broken glass when out visiting parks.

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Outcomes for children are good

All children make good progress from their starting points and are ready for their next stage in learning, including school. Children are keen to learn and persevere at tasks. For example, they concentrate as they thread beads onto a lace. Babies enjoy looking at pictures of animals in books and make the corresponding animal sounds. Older children are becoming competent communicators. Children behave well, are polite and form good relationships with their peers.

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Setting details

Unique reference number 160506 Local authority Surrey Inspection number 1068565 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 10 June 2014

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Telephone number

The childminder registered in 1992. She lives in Ash, in Aldershot, Hampshire. She provides care Monday to Friday from 7.30am to 5.30pm. The childminder works with an assistant.

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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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