Childminder EY488305

Inspection date

Previous inspection date 14 June 2017 Not applicable

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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 demonstrates a good capacity to reflect and maintain continuous improvement. She is professional, enthusiastic about children's play and learning and committed to developing her knowledge and skills, such as gaining a formal childcare qualification.  The childminder has a strong understanding of children's interests, abilities and learning needs, which she meets very well overall. Children make good progress.  Children are confident and very well encouraged by the childminder to develop their independence skills. For example, they help themselves to a good selection of healthy breakfast choices and choose from a wide range of art and craft and play resources.  Children form strong friendships with the childminder and each other. They confidently express themselves and talk about their feelings.  The childminder promotes equality and diversity very well. She engages children in lots

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This provision is good

of interesting conversations to support their understanding of what is going on in their locality and the wider world and helps them to respect different views and traditions.

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It is not yet outstanding because:

 Although the childminder provides children with healthy foods and walks them to school, she does not extend their understanding about the importance of a healthy lifestyle as far as possible.

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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

 explore further ways of building on children's understanding of healthy lifestyles.

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Inspection activities

 The inspector observed the childminder's interaction with children during activities before school in the childminder's home. She discussed the childminder's practice with the childminder and the impact of her engagement with children.  The childminder looked at the range of play and learning resources and equipment available and observed the suitability of the premises.  The inspector sampled a range of documentation, including safeguarding children, children's personal information and the childminder's suitability checks. She also discussed the childminder's self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with child protection matters and has a clear understanding of the procedures to follow if she is concerned about a child's welfare. She has established strong partnerships with parents, the schools and the after-school club that children attend. Children receive good support for their learning and for their personal, social and emotional development. The childminder proactively pursues ongoing professional development. For example, since registration she has completed training focused on supporting the play of school-aged children and supporting the learning and development of younger children. She uses her training well to enhance her teaching and refine her assessment and tracking of children's progress.

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Quality of teaching, learning and assessment is good

The childminder understands the needs of children very well, including those who also go to school. She provides children with play resources that link specifically to their preferred interests and enables them to continue with something they have started the morning before. A good example of this is children's enthusiasm for making keyrings for Father's Day. They were so impressed by the different options available to them that making one keyring was not enough and they were keen to make three different types over the week. The childminder exploits opportunities to step in and support children's learning while they are playing or engaged in activities, such as arts and crafts. For example, she helps children to spell words for their Father's Day cards, sounding out the letters. Children then recognise the word 'the' within 'father', and the childminder plans ways to build on this, such as by providing simple word-finding challenges.

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Personal development, behaviour and welfare are good

The childminder models integrity, fairness and compassion extremely well and children are adopting these attributes. Their behaviour is exemplary. Older children are very inclusive and supportive of younger children. The childminder makes really good use of the time she has with the children to support their interest in topical issues. She handles sensitive discussions, such as those relating to current British and wider world issues, very sensitively, resulting in children feeling reassured.

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Outcomes for children are good

Children's learning is well supported, including those who also go to school. They confidently express their views and ideas. Children make independent decisions and enjoy engaging in group activities, such as playing board games and building models. Their engagement in play and conversation is excellent and they are well-motivated. Older children are enthusiastic about going to school. They enjoy practising their writing skills and engaging in activities that require concentration.

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Setting details

Unique reference number EY488305 Local authority Surrey Inspection number 1014269 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 7 Total number of places 5 Number of children on roll 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Epsom, Surrey. She provides before-school and morning care for children, Monday to Friday during term time, between the hours of 7am and 1.30pm.

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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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