Rigby, Nicola

Inspection date

Previous inspection date 8 May 2017 22 April 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 Outstanding 1

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This provision is good

 The childminder observes children closely and knows and understands their individual needs well. She completes accurate assessments of children's abilities and progress and plans a wide range of activities and practical experiences that interests and challenges children. Based on their starting points, all children make at least good progress.  The childminder puts a great deal of effort into encouraging children's interest in healthy food. She teaches them about personal safety, such as what to do if they get stung by nettles and how to use climbing apparatus safely. Children have exceptionally good opportunities to engage in challenging outdoor play and to learn about nature.  Children form exceptionally strong emotional attachments with the childminder and each other. Pre-school age children are very well mannered, kind and considerate. For example, they are good natured allowing babies to knock down their models.

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This provision is good

 The childminder uses self-evaluation very well to identify and target her professional development needs and ways to improve children's play and learning experiences. For example, both the childminder and her assistant attend a good deal of training.

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It is not yet outstanding because:

 Although the childminder identifies children's progress and plans for their next steps in learning, she is not always consistent in sharing this information with parents, particularly so they can provide continuous learning support at the home.

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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

 develop further the arrangements for involving parents in assessing and planning for children's progress, and in aiding their child's learning even further at home.

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Inspection activities

 The inspector discussed the childminder’s practice with her, including the impact of her teaching methods.  The inspector observed the childminder’s interaction with children during activities indoors and in the garden. She looked at the childminder’s range of play and learning resources and equipment, and observed the suitability of the premises.  The inspector sampled a range of documentation relating to safeguarding, children’s progress and well-being, and the childminder’s suitability and self-evaluation process.

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Effectiveness of the leadership and management is good

The childminder is well organised and professional. She provides her assistant with good professional development support and they work very well together as a team. For example, during planning meetings, they evaluate what they have learnt from attending training workshops and put new ideas into practice, such as promoting mathematics and experimental play outdoors. The childminder has good and effective arrangements in place for working in partnership with the pre-schools and schools that some children attend. Safeguarding is effective. The childminder and her assistant attend and complete regular child protection training covering a wide range of matters. They have a clear understanding of the procedures to follow if they have any concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder skilfully adapts activities to provide children with continuous learning opportunities. For example, when shadows from the sunlight are noticed on curtains, she provides torches for further experimentation. Additionally, in recognising children's interest in how things work, the childminder built a water channelling structure in the garden for children to experiment with. Children listen very attentively to the childminder, who introduces new words and phrases and explains concepts, such as for using 'a funnel' to help prevent water spillage. She makes comments and asks children questions that prompt them to plan what they are going create and design before starting, and to then develop their ideas. She inspires babies to engage in pretend and experimental play.

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Personal development, behaviour and welfare are outstanding

Children are cared for in a highly welcoming and superbly resourced environment. Overall, the childminder maintains strong levels of communication with parents to support children's well-being and care needs. Babies confidently move around helping themselves to toys of their choice showing a strong sense of belonging and happiness. The childminder explains her behaviour rules to children kindly and clearly helping them to understand why their behaviour might be unsafe. This helps them to respect her decisions. Children develop a good understanding of diversity beyond their immediate family, for example, they enjoy making crafts for Chinese New Year, Diwali and Easter.

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Outcomes for children are good

Children are very well prepared for moving on to pre-school and school when the time comes. For example, they become articulate communicators and confidently express their own ideas. Children learn to manage their own personal care, recognise and write their names and letter sounds, and develop very good mathematical skills.

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Setting details

Unique reference number EY304226 Local authority Surrey Inspection number 1092278 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 22 April 2015

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Telephone number

The childminder registered in 2005. She lives in Ewell, Epsom and works Monday to Friday throughout the year. The childminder employs an assistant who works with her part of the week.

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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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