Moran, Tracey

Inspection date

Previous inspection date 27 March 2017 15 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 uses her knowledge of the children to provide a range of activities that meet the different needs of individuals. Children like coming to the warm, friendly and caring setting and settle quickly.  Children behave well and readily share toys and activities with each other. The childminder helps the children to consider how their behaviour affects others. This helps to develop their positive emotional well-being effectively.  Children make good levels of progress typical for their age and stage of development. The childminder has a good knowledge of how young children learn, which helps her to plan a good range of activities and experiences. Children enjoy their learning, for instance, they fetch dolls to put in the prams when they are role playing outside.  Partnerships with parents are good. The childminder works closely with parents to share information about children's progress. Parents add to the childminder's

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This provision is good

information, such as by sharing what the family did on holiday.  There are good relationships with other settings that children attend and the local schools they move on to. Children are well-prepared for the next stage in their learning.

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It is not yet outstanding because:

 On occasions, the childminder misses opportunities to support children effectively to become more deeply involved in their play and to concentrate for longer.

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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

 offer children enhanced opportunities to become more deeply involved in their play, concentrate for longer and develop the play using their own experiences.

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Inspection activities

 The inspector observed children playing in the garden.  The inspector observed and assessed the quality of teaching and learning.  The inspector took account of parents' spoken and written views.  The inspector held discussions with the childminder in relation to observations of children's play and progress.  The inspector looked at a wide range of documentation, including children's records, certificates and attendance registers.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of children's needs. She monitors children's progress well, which helps her to prepare activities to motivate and engage them in their learning. The childminder know the strengths of her setting well and identifies where she needs to develop further. Safeguarding is effective. The childminder has increased her knowledge of the possible causes for concern about children's welfare and safety to help keep them safe. The childminder attends courses and regularly shares ideas with other childminders to help improve her practice. She offers toys and experiences that reflect the wider world, and encourages children to notice and value differences in other people. For example, when out walking, children talk about the different languages they hear.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of the progress that children can make. She has a good knowledge of children's interests and uses this effectively to provide opportunities for children to practise their knowledge of language and number. For instance, when they are outside, children chalk numbers on to the pavement and use them to count to fifteen. Children enjoy playing with the water. They talk about watering the plants which will help them to grow. They spot models of frogs and robins hiding in bushes. Children enjoy creative activities. For example, they made rabbit masks for Easter and talked about the different coloured whiskers they will stick on to complete the rabbit's face.

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Personal development, behaviour and welfare are good

Children are very happy and confident with the childminder. They settle quickly and enjoy her reassurance and comforting cuddles. She knows their likes and dislikes well. Children are encouraged to be independent. For example, when the childminder suggested it was time for a snack, the children confidently asked to have it as a picnic on the blanket outside. Children develop their physical skills well, for example, using their energy to ride on wheeled toys and to run and jump. Children like the childminder's dog. They talk about the dog's behaviour and what is expected. This helps them to understand how to care for themselves, animals and others.

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Outcomes for children are good

Children learn to read and recognise sounds, and to count and match numbers to the numerals. They enjoy their play and engage in activities happily, showing respect for others. For example, children giggle with delight as the stacked cubes fall down, and ask questions if the numbers are not in the right order. Children love singing and join in enthusiastically with action songs and rhymes they know. Children are confident and remember their manners. They are well prepared for their next stage in learning.

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Setting details

Unique reference number EY368623 Local authority Surrey Inspection number 1085613 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 3

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Name of registered person

Date of previous inspection 15 January 2015

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Telephone number

The childminder registered in 2008. She lives in Woking, Surrey. She cares for children three days a week, term time only. The childminder is in receipt of funding for the provision of free early education for children aged three and four.

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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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