Childminder EY410199

Inspection date

Previous inspection date 9 August 2017 27 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 Good 2

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This provision is good

 The childminder has a good understanding of how children learn and develop. She uses this knowledge to provide purposeful activities which motivate and engage all children.  The childminder completes regular observations on children and monitors their development effectively. She uses this information to identify any gaps in children's learning and implements plans to support them to progress further.  Children build good relationships with the childminder. They are happy and confident in her care and show high levels of emotional well-being.  The childminder supports children's learning well. She encourages them to solve problems and persevere when completing tasks. For example, when designing and building with plastic bricks she encourages them to try different methods when the first one does not work.  Children develop the skills they need for the next stage in their learning, including pre-

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This provision is good

school and school. For example, they complete simple tasks, such as helping to tidy the playroom and cut up their fruit at snack time.

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It is not yet outstanding because:

 The childminder does not encourage older children to extend their understanding of simple calculations in mathematics.  Children do not consistently demonstrate exceptionally positive behaviour and high levels of self-control. The childminder does not always ask children to think about why some behaviours are acceptable and others are not.

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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

 encourage older children to have a better understanding of mathematics  encourage children to develop higher levels of self-control and to recognise why some behaviours are acceptable and others are not.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact on children's learning.  The inspector completed a joint observation with the childminder.  The inspector looked at relevant documents and asked the childminder questions relating to how she keeps children safe.  The inspector looked at feedback from parents and took their views into consideration.  The inspector viewed the areas of the home used by the children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of what she should do if she has any concerns about a child. She has completed training to help her to identify the indicators that a child may be exposed to a risk of harm. The childminder evaluates her practice well. Since the last inspection she has completed a relevant level 3 qualification. She uses the knowledge and skills she has gained well to help her develop the way she assesses children's overall learning and development. She regularly shares information with parents about the progress their children make and gives them suggests on how they can support their children further. This helps to ensure there is continuity in the care and learning that children receive.

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Quality of teaching, learning and assessment is good

The childminder plans a wide range of stimulating activities based on children's abilities and interests. For example, she provides shredded paper with hidden letters and numbers in a tray, and encourages older children to name items beginning with the letters and add together the numbers they find. Younger children have similar experiences, however, the activity is adapted using animals to encourage them to name the animals and make animal sounds. Young children demonstrate a range of skills. For example, they use fine movements as they pick up small beads between their forefinger and thumb and place them into a container. Older children use the beads to carefully thread onto a lace and make patterns.

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Personal development, behaviour and welfare are good

Children form strong bonds with the childminder who knows them well. She places a good focus on helping children to feel safe and secure. The childminder recognises the importance of keeping children safe. She completes daily risk assessments on the environment. Children learn about keeping themselves safe through guidance from the childminder. For example, why they must stay within her sight when visiting parks and playgroups. Children demonstrate a good understanding of the need to share and take turns. For example, when playing with bricks they work together and suggest that they help each other.

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Outcomes for children are good

Children make good progress from their starting points. They are happy and demonstrate high levels of confidence as they explore the environment and independently choose what they would like to do. The childminder supports them well in recognising letters and numbers and they confidently name the letters and count as they play.

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Setting details

Unique reference number EY410199 Local authority Surrey Inspection number 1094332 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 4 Number of children on roll 5

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Telephone number

The childminder registered in 2010. She lives in the Bellfields area of Guildford, Surrey. The childminder offers care, subject to demand, on Monday to Friday, all year round, except for bank holidays and family holidays. She has a relevant level 3 qualification. The childminder receives funding to provide free early education for children aged three years.

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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

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

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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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