Childminder EY440459

Inspection date

Previous inspection date 14 March 2017 12 January 2015

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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 prepares children well for school. Children develop confidence and independence. For example, children initiate their own play, choose their own resources and are motivated to learn. All children make good progress.  The childminder has effective monitoring systems in place to help her quickly identify any gaps in individual children's learning. She uses this information well to implement appropriate plans to provide support when needed.  The childminder offers a good variety of relevant toys, equipment and resources. For example, toys with buttons help children begin to understand how things work.  The childminder supports the children's emotional well-being effectively. For example, she cuddles children when they need reassurance and gives them specific praise to build on their developing self-esteem.  Children form strong attachments to the childminder and make friends with other

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This provision is good

children. They are keen to learn and are valued and respected.

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It is not yet outstanding because:

 The childminder does not always build on links with other settings that children attend to share information on their development to provide a consistent approach to their learning.  The childminder uses self-evaluation to reflect on her practice, but does not fully involve parents and children to seek their views to develop her setting 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

 strengthen links with other settings that children attend to develop a consistent approach to children's learning  involve parents and children in the evaluation of the service provided and seek their views on how the setting could improve even further.

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Inspection activities

 The inspector viewed the areas of the premises used for caring for children.  The inspector observed the childminder interacting with children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning documentation, 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

The childminder keeps up to date with new legislation and practice to improve her teaching skills. For example, after attending training, she learnt additional skills to help her plan activities for those children who learn better outside. Since the last inspection the childminder has increased children's opportunities to learn about words and numbers, for example, through the use of visual displays. The childminder is aware of what to look out for if she has a concern about a child's welfare and has effective procedures to follow. Safeguarding is effective. The childminder has a good partnership with parents and shares information. For example, after researching new safeguarding procedures she then updated her policy and shared this with parents.

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Quality of teaching, learning and assessment is good

The childminder effectively plans and adapt activities for children of all abilities. For example, during a craft activity younger children used one handed tools such as a glue stick and older children used scissors. The childminder effectively supports children's communication and language skills. For example, she repeats back words for younger children and extends language for older children using positional language such as 'on top' and 'inside'. The childminder teaches children about diversity in a number of ways. For example, she uses knitted dolls to show people with disabilities and people from different cultures. The childminder is a good role model. Children learn to share, take turns and be tolerant of others.

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Personal development, behaviour and welfare are good

The childminder knows the children very well. They are confident, happy and articulate. The childminder encourages children to be aware of their own safety and children are beginning to be aware of risk. For example, older children tell younger children not to eat glue as its 'dangerous'. Children develop a good awareness of managing their own behaviour and are beginning to be aware of the needs of others. For example, children cuddle and praise their peers. The childminder teaches children about hygiene. For example, children wash their hands prior to eating and discuss cleanliness.

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Outcomes for children are good

Children's physical skills develop well. For example, they develop upper body strength when they play at a trim trail and a park with a zip wire. Children learn about balance, for example, as they negotiate a rope bridge and tackle a mini obstacle course. Children learn good mathematical skills. They can identify different shapes such as a triangle, star and a cross. Children learn about sizes, such as finding a quarter of a shape. Children display good independence skills. They manage their own zips and dress themselves. Children learn skills which will help them in their future learning.

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Setting details

Unique reference number EY440459 Local authority Surrey Inspection number 1085677 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 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 12 January 2015

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Telephone number

The childminder registered in 2012. She lives in Godalming, Surrey. She works Monday to Friday, 8am to 6pm for 48 weeks 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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