Childminder EY459818

Inspection date

Previous inspection date 7 March 2017 17 February 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

 Children make good developmental progress from their starting points. The childminder uses her good knowledge of children's individual needs to help them reach at least expected levels of development. She responds to children's emerging interests and ideas and uses these to extend on their learning and development effectively.  The childminder provides children with good challenge. She shows them how to do new things and encourages them to try for themselves. For example, she supports them to use tools to make shapes and marks while playing with modelling dough.  Children are well behaved, happy and settled. The childminder provides children with a positive role model. She supports children to develop self-confidence effectively. For example, she often praises children during activities to develop their positive sense of achievement.  The childminder works effectively in partnership with parents and other early years

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This provision is good

provisions to provide continuity in children's care and learning. Since the last inspection, she has strengthened parents involvement in their children's learning successfully.

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It is not yet outstanding because:

 Occasionally, the childminder misses opportunities to extend children's emerging pre- writing skills.  The childminder does not consistently build on children's growing awareness of differences in society.

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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

 make the most of all opportunities to extend on children's emerging pre-writing skills  build on children's awareness of differences in society and diversity further.

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Inspection activities

 The inspector talked with the childminder and children, and observed indoor activities.  The inspector and childminder observed children during an activity and completed a follow-up discussion about children's learning, progress and behaviour.  The inspector looked at a sample of documentation.  The inspector took account of comments made by parents during the inspection and within documentation.  The inspector discussed self-evaluation with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection procedures. She regularly updates her knowledge and understanding of how to keep children safe. The childminder uses self-evaluation to continually improve her teaching practice and children's care and learning. For example, she shares ideas with other childminders and she uses these to support children's design-making skills successfully. The childminder sends parents documents that include ideas for activities to support children's development at home. For example, about how to use daily routines, such as bath time, to provide children with an enjoyable learning experience. In addition, since the last inspection, the childminder has improved children's hygiene practice and has developed how she supports children's recognition of numbers, letters and words.

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Quality of teaching, learning and assessment is good

The childminder uses her good knowledge of children's individual needs to observe, assess, monitor and extend their learning and development effectively. Children are motivated learners and persist with achieving their aims during activities. The childminder provides children with a wide range of experiences that capture their interests and provide challenge. For example, when they decide to make a sailing boat from modelling dough she helps them to create a hull and sail. She shows them pictures in books that further support their design-making skills effectively. For instance, children eagerly make owls and cats from the dough to put in their boats. Children often play imaginatively. For instance, they fill and empty pots and pans in a play kitchen while pretending to cook.

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Personal development, behaviour and welfare are good

The childminder develops close, caring relationships with children. She supports children to form friendships and to develop good social skills, such as during regular outings to a toddler group. The childminder develops children's self-confidence and good sense of achievement during activities. For example, some children say 'I did it' when they learn new skills. The childminder supports children's good health effectively. Children play energetically, for example, during outings to local parks and woodland areas. Children develop good independence skills and learn to do things for themselves. The childminder teaches children to handle animals, such as her pet dog, kindly and safely.

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Outcomes for children are good

Children develop the skills they need for their future learning and starting school. They concentrate and persevere very well during activities. They use a wide range of vocabulary, show great interest in books and listen attentively to stories. They eagerly talk about the characters they want to be in the stories. Children confidently use tools, such as rollers, cutters and knives, to make patterns and designs from modelling dough.

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Setting details

Unique reference number EY459818 Local authority Surrey Inspection number 1069214 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 17 February 2014

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Telephone number

The childminder registered in 2013. She lives in Guildford, Surrey. She provides care for children on Monday to Friday for most of the year.

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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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