Childminder in Surrey

Inspection date

Previous inspection date 27 June 2017 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has a good programme of professional development. For example, she recently attended training on implementing an effective observation and assessment system to track children's progress. This helps her to plan suitably challenging activities and improve outcomes for children.  The childminder promotes literacy development well. For example, she labels all resources to help young children to learn that print carries meaning. In addition, she reads books that engage children to develop their interest in reading stories.  The childminder is affectionate and warm with the children she looks after. She develops strong relationships with them and they demonstrate that they feel happy and secure during play and in her care.  Children develop independence from an early age. For example, they leave activities they are not interested in to play with other activities they want to explore.  The childminder develops good partnerships with parents. For example, she shares

p.1

This provision is good

daily information and termly reports on children's development to keep them updated.

p.1

It is not yet outstanding because:

 The childminder misses some opportunities to help babies to learn new vocabulary during their play.  Occasionally, the childminder does not help young children to consider how to keep themselves safe, such as teaching them to crawl down the steps backwards.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 build on the good quality of teaching, particularly to help young children to extend their vocabulary further  seize every opportunity to help young children gain a better understanding of how to keep themselves safe and explore the environment.

p.2

Inspection activities

 The inspector observed the childminder and children playing indoors and outdoors.  The inspector and the childminder participated in a joint observation.  The inspector reviewed a sample of documentation.  The inspector discussed safeguarding and professional development with the childminder.

p.2

Effectiveness of the leadership and management is good

The childminder is proactive in keeping up to date with any required changes to policies and procedures, and in obtaining contact numbers for professionals that can support her with her practice. She reflects on her practice well. For example, she asks parents for their feedback and identifies areas that she can improve her practice further. Safeguarding is effective. The childminder has a good understanding of how to identify and report concerns and protect a child's welfare. She has a good understanding about how to risk assess the setting to remove hazards and minimise risks to children to keep them safe. The childminder knows children well and monitors all children's progress to ensure they are fully supported in their individual learning and development.

p.3

Quality of teaching, learning and assessment is good

Generally, the childminder communicates well with children to help them to develop their listening skills and understand instructions. For example, she skilfully asks children questions to help them think about what they are doing, make choices during play and promote their independence. The childminder follows children's interests, encouraging them to participate in new planned activities, but only if they want to. She helps children to develop their physical coordination. For example, children enthusiastically fill and empty containers with sand. They develop good physical well-being. The childminder helps children start to gain an understanding of some mathematical language, such as basic counting and talking about objects being heavy. The childminder takes children on a wide variety of outings, such as to the park, playgroups and the library, to learn about their community.

p.3

Personal development, behaviour and welfare are good

The childminder demonstrates to children how to be gentle and kind during their play. For instance, she explains to children when they do something kind and praises them. Children develop good self-esteem. They learn to take turns and share with the childminder to help them gain social skills and behave well. The childminder has meticulous hygiene routines and she ensures meals are nutritious and well balanced. She helps children to learn about being healthy, for example, planting and picking their own raspberries. The childminder works closely with parents, for instance, following home routines for babies to offer consistent care.

p.3

Outcomes for children are good

Children have a good understanding of their immediate world and play imaginatively. For example, they enjoy pretending to vacuum the floor and understand how to do this properly, pushing the vacuum cleaner back and forth. Children make good progress and are well prepared for their next stage of learning, including starting nursery.

p.3

Setting details

Unique reference number EY484802 Local authority Surrey Inspection number 1004648 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 6

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015. She lives in Epsom, Surrey. She is open from 7.45am to 6.15pm, Monday to Wednesday, for 46 weeks a year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5