Childminder in Surrey

Inspection date

Previous inspection date 23 May 2017 10 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 is a positive role model who offers a welcoming environment, where children are happy to play and learn. She uses her policies, procedures and risk assessments securely, to keep children safe and to support their health and well-being.  The childminder has a good understanding of children's starting points. She plans well for their learning and regularly reviews their progress. Children make good progress.  Children behave very well. They are eager to take part in their activities. They play cooperatively alongside one another and have a warm bond with the childminder.  The childminder is proactive in how she evaluates her practice. She uses her partnership with the local authority to guide this. She values the views of parents. Recent improvements include reflecting on the strategies for communicating and working with parents, which have led to positive outcomes.

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It is not yet outstanding because:

 The childminder misses some opportunities to extend how children consider and predict changes in the wider world, such as the weather.  The childminder offers few opportunities to encourage the youngest children to independently explore through imaginary-play experiences, such as child-led role play.

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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

 extend older children's curiosity to learn about different changes they see in the natural environment, to enhance their understanding of the wider world  consider further ways for younger children to freely express their own ideas and real- life experiences, to help develop their imaginative play.

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Inspection activities

 The inspector observed children during their play and during their interactions with the childminder.  The inspector spoke with the childminder about her aims for the day's activities and how she plans for children's learning.  The inspector discussed with the childminder how she updates her skills and knowledge, and how she evaluates her practice.  The inspector spoke to children. She read feedback from parents.  The inspector sampled the childminder's documentation and children's records.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of her role. She is mindful to ensure that she regularly updates her skills and knowledge. For example, she has used research to extend her awareness to support children's readiness for school, and training that promotes her understanding of how to extend children's literacy skills. Strategies to help parents share observations from home are becoming embedded. Partnerships with others who share the care of the children, such as other childminders, are well established. For example, the childminder regularly speaks to these professionals, and participates in joint assessments to maintain consistency for children's learning and care. Safeguarding is effective. The childminder demonstrates a good knowledge of how to protect children.

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Quality of teaching, learning and assessment is good

The childminder offers an interesting and challenging environment. She knows the children well, and plans effectively for their learning. The childminder is confident in her interactions, and how she adapts play for different age groups. For example, the childminder helps older children sort resources into colours and size to build on their mathematical awareness, while naming colours of different cars with the younger children to support their growing language. The childminder makes focused observations and tracks children's progress well to plan for their next steps. This progress is regularly shared with parents, who are positive about the progress their children make. Parents comment that their children express themselves well and they make good progress in their communication skills, including those learning to speak English as an additional language.

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Personal development, behaviour and welfare are good

The childminder offers regular opportunities for outdoor experiences. She inspires children's confidence to learn about living creatures in the garden, such as when she offers magnifiers for children to look at, and be curious about the habitats of creatures and insects. The childminder is supportive of children's independence, for example, in her encouragement of how children learn about their own health routines. The childminder supports children's awareness of difference. She praises older children who help younger ones as they assist them in putting on their shoes ready to go out into the garden.

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Outcomes for children are good

Children learn a good range of skills. For example, older children show interest in literacy. They choose favourite books, and confidently re-tell the story by looking through the pictures. They respond to the childminder's purposeful questions that help them to describe more about what is happening. Younger children develop secure physical skills, as the childminder encourages their independence to balance on low-level beams and to use the slide independently. Children show readiness for the next stages of their learning.

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Setting details

Unique reference number 121057 Local authority Surrey Inspection number 1089255 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 3

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Name of registered person

Date of previous inspection 10 February 2015

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Telephone number

The childminder registered in 2000. She lives in Mytchett, in Camberley, Surrey. The childminder works weekdays providing before- and after-school care, and on Tuesdays only for day care. She also works during school holidays.

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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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