Childminder in Surrey

Inspection date

Previous inspection date 18 April 2017 5 February 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 observes and assesses children's development well. She identifies good learning priorities and, overall, provides interesting activities. Children make good progress from their starting points.  Children's behaviour is good. The childminder sets clear guidelines and praises children for positive behaviour. Negative behaviour is sensitively tackled in a caring way.  Children are very happy and settled in the childminder's care. The childminder is very affectionate towards them. She is sensitive to children's individual needs and adapts the routine as necessary to meet their care needs well.  The childminder is effective in her self-evaluation. She seeks the views of others, such as parents and other childminders, to help her to continue to adapt and improve her provision.  Young children show an increased ability to concentrate at chosen activities and learn that will help them in their future. For instance, they independently take responsibility

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This provision is good

for self-care routines, such as washing their hands before meals.

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It is not yet outstanding because:

 The childminder does not use every opportunity to introduce positional language into everyday play.  Children are not consistently given the opportunity to solve simple problems for themselves to help them further develop their thinking skills.

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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

 improve teaching skills that help introduce positional language into everyday play  enhance children's thinking further and allow them to solve simple problems themselves.

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Inspection activities

 The inspector observed interactions between the childminder and children during activities.  The inspector discussed with the childminder the systems used to review and evaluate her provision.  The inspector asked the childminder questions throughout the inspection to establish her understanding of children's learning and development.  The inspector spoke to children during the inspection.  The inspector viewed a selection of documents, including policies and children's development records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands what to do if she has any concerns about a child. For example, she knows the indicators that children may be at risk of exposure to extreme ideas about right and wrong. She frequently shares information about children's development with parents and makes suggestions on how they can extend learning at home. For example, she suggests to parents of children moving on to school that they offer additional opportunities for writing and making marks. The childminder works effectively with other settings that children attend and shares information about children's learning with them. This ensures there is continuity to the care and education that children receive. The childminder keeps her knowledge up to date by completing online research. This helps her to meet the individual needs of all children in her care, including those who need additional support.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children develop. She observes children closely and gets to know them well. She skilfully plans purposeful play activities which motivate and engage the children. For example, children explore and count using play dough. Generally, the childminder uses questions well to build on children's understanding, such as asking them to identify the colours of play dough and counting how many shapes they have made. Children's communication and language are supported well. The childminder repeats words and uses simple sentences to help children develop their understanding and speech.

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Personal development, behaviour and welfare are good

The environment is very welcoming and the children show confidence during play. The childminder recognises the importance of keeping children safe. She completes risk assessments on the environment daily. Children learn about keeping themselves safe through clear guidance from the childminder. For example, they know that they must sit when other children are getting on or off the trampoline. Children have lots of opportunities to be physically active in the childminder's garden. Young children laugh and squeal with delight when using the trampoline and when playing games with their friends.

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Outcomes for children are good

Children are working comfortably within the range of development expected of them. They are developing the skills they will need for their move to pre-school and school. For example, they share the task of tidying up the toys when they have finished and learn to play cooperatively with others. The childminder supports children well in understanding routines and expectations of behaviour. For example, children learn to share and take turns.

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Setting details

Unique reference number EY442047 Local authority Surrey Inspection number 1095290 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 5 February 2015

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Telephone number

The childminder registered in 2012. She lives in Pyrford near Woking, Surrey. The childminder cares for children all year from 7.45am to 5.30pm on weekdays. She is in receipt of funding for three-year-old children.

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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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