Rosser, Lorraine Hazel

Inspection date

Previous inspection date 7 June 2017 6 May 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 knows the children well. She has a strong understanding of child development. She completes precise assessments of children, and tracks and plans for their progress well. Children make good, and in some aspects outstanding, progress in their learning and development.  The childminder has an excellent understanding of the needs of children who have spent a full day in school. She understands that Reception-aged children are often tired at the end of the day. She provides a good range of play resources that links with their individual interests and encourages them to make their own choices.  The childminder forms strong partnerships with parents. She keeps them fully informed about their children's progress and developing needs, and they work closely together to ensure children receive consistent support. Parents are delighted with the care the childminder provides and how happy children are to attend.

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This provision is good

 The childminder promotes children's welfare exceptionally well. For example, children engage in active outdoor play after school in the garden, have a strong understanding about hygiene and enjoy healthy snacks.

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It is not yet outstanding because:

 The childminder effectively evaluates her provision. However, her professional development focuses on essential aspects of training, rather than being specifically targeted at developing first-rate teaching 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

 build on the already good practice and use self-evaluation even more effectively to seek further ways to develop an expert knowledge of teaching and learning.

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Inspection activities

 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 discussed the childminder’s practice with her and the impact of her engagement with children.  The inspector sampled a range of documentation, including children’s records and the childminder’s suitability. She also discussed the self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes regular child protection training that covers wider safeguarding issues. She has a clear understanding of the procedures to follow if she is concerned about a child's welfare. The childminder completes thorough risk assessments of her home and for outings, and these effectively help to keep children safe. The childminder very recently attended a training day focused on 'talking to children' and is applying the strategies she learned from this exceptionally well. However, her focus for professional development centres more on safeguarding aspects. While this is important, not enough attention is given to building on her good teaching skills.

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Quality of teaching, learning and assessment is good

The skilled strategies the childminder uses to encourage children's communication and language are impressive and effective. For example, as they sit together making Father's Day cards, she asks children if they are going to do anything special for their daddy. They think very carefully and decide to make their daddy 'a rocket'. The childminder challenges children further with questions that prompt them to plan exactly how they will make this and hide it until 'the day'. She recognises when children's concentration levels are wavering and steps in with enjoyable suggestions, such as 'Is it time for garden play?' The childminder has well-established and successful arrangements with the schools children attend. She shares good information which helps her to plan activities that complement the learning that takes place at school.

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Personal development, behaviour and welfare are outstanding

Children are cared for in a highly welcoming, very well-resourced and safe environment. They are extremely happy, have a deep sense of belonging within the environment and form exceptionally strong emotional attachments with the childminder and her children. Behaviour is exemplary. The childminder has successfully addressed the recommendation raised at the last inspection. She now supports children to settle into her care exceptionally well. For example, she asks parents to provide photographs of children's immediate and extended family. The childminder uses them to create a special book for each child to browse through and share with her and other children. This helps children to feel very secure and a deep sense of belonging.

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Outcomes for children are good

Children are well prepared for the next stage in their learning. They practise their early reading skills, for instance, as they search for lowercase letters using their developing knowledge of phonics in a tray to form the greeting 'happy Father's Day' when making cards. They develop high levels of independence and the confidence to express their views and ideas. Children are sociable and help each other overcome challenges.

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Setting details

Unique reference number EY375362 Local authority Surrey Inspection number 1093463 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 8 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder registered in 2008. She lives in Tadworth, in the Borough of Reigate and Banstead. The childminder provides care from 8am to 6pm on Monday to Friday, throughout the year. The childminder holds an early years qualification at level 3.

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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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