Childminder EY485864

Inspection date

Previous inspection date 27 July 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 uses well-established and effective processes for completing assessments on children, and for tracking, reviewing and planning for their progress. Children make good progress in all areas of learning and development.  The childminder has a good range of high-quality play and learning resources which she continually supplements to meet children's developing needs and interests.  Parents are well informed about children's well-being, learning needs and progress, and are fully involved in supporting children's learning.  The childminder is exceptionally patient, calm and kind. She explains the difference between sharing and taking turns and manages squabbles between children with skill.  The childminder successfully promotes a healthy and active lifestyle to children. Children thoroughly enjoy outdoor play and learning, and engaging in physical exercise.  The childminder reflects well on her teaching practice. For example, she recognises

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This provision is good

opportunities to adapt and extend the challenge for children within activities.

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It is not yet outstanding because:

 Although the childminder encourages children to plan their drawings, paintings and models, and to review their achievement afterwards, she does not extend this to other aspects of their learning.  Although the childminder recognises aspects of her knowledge and skills to develop further, she does not actively target professional development to focus on these.

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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 opportunities for children to set their own goals, make plans and review their own achievements  focus professional development to build on the good quality of teaching, extend knowledge and skills, and help children to make the best possible progress.

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Inspection activities

 The inspector observed the childminder's interaction with children during activities indoors and outdoors. 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 evidence of the childminder's suitability. She also discussed the childminder's self- evaluation with her.

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Effectiveness of the leadership and management is good

The childminder has established herself well as a childminder. She has developed strong partnerships with parents and effective systems for monitoring and supporting children's progress. The childminder reflects well on her practice overall. She has identified some training needs, such as for supporting children with speech and language delay and for updating her child protection training. She is also keen to learn more about managing the most challenging behaviours in children. However, she has not yet addressed these needs to extend her skills and expertise. Safeguarding is effective. The childminder has a strong understanding of how to keep children safe in the home and on outings. She is clear about the procedures to follow if she is concerned about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder gains a good understanding of children's capabilities, learning needs and interests through her detailed observations and precise assessments of children. She uses the information she gains from these very well to plan exciting and challenging activities. For instance, children enjoy making a rocket out of a cardboard box and lots of different creative materials, after listening to an exciting story about two characters who went to a party in a rocket. The childminder encourages children to represent and develop their own ideas. For example, they make wings and say it is now 'an aeroplane', and later decide it is a spaceship. She helps their progress in mathematics and literacy in enjoyable ways. For instance, children stack numbered tin cans in numerical order into a pyramid shape to knock down.

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Personal development, behaviour and welfare are good

Children are very happy and settled in the childminder's care. They form trusting relationships with her and strong friendships with each other. The childminder has an in- depth understanding of children's individual emotional needs and supports these exceedingly well. She successfully helps them to express their feelings and to understand those of others. She uses innovative, enjoyable strategies to encourage their good behaviour, such as introducing a little soft toy that watches how well they behave. The childminder encourages children to make choices, such as what to eat for snacks, whether they play indoors or outdoors and with what. Children have good opportunities to learn about their locality and the wider world. For example, they visit the local garden centre and different woodlands to explore nature and to practise climbing and balancing.

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Outcomes for children are good

Children are well prepared for starting pre-school. They learn good social skills, gain confidence and are able to express their feelings and ideas using very well-developed language. They understand how to share and take turns. Children recognise their names and many letter sounds. They have a good grasp of numbers and learn to recognise two and three-dimensional shapes, for instance, as they use recyclables to make models. Children competently use writing tools and have a keen interest in books.

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Setting details

Unique reference number EY485864 Local authority Surrey Inspection number 1007927 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 4 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. She lives in Addlestone, Surrey. The childminder works Monday to Friday throughout the year, between the hours of 7.30am and 8.40pm. She holds a childcare 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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