Childminder EY470017

Inspection date

Previous inspection date 14 August 2017 14 August 2014

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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

 Children build strong relationships with the childminder. They are happy and settled, and show high levels of self-confidence, which helps build good levels of emotional well-being.  The childminder plans a range of activities based upon children's interests. Children make a choice from a wide range of resources. They engage, focus and learn new skills as they play.  During play the childminder observes the children. She uses the information to identify what children can do and plans further activities to support their learning further.  Children develop the skills needed for the next stage in their learning, including school. For instance, they work cooperatively with other children and demonstrate high levels of tolerance and respect.  The childminder works well with other professionals to help sharpen her teaching skills. For example, she attends network meetings with other childminders to share ideas.

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It is not yet outstanding because:

 During some activities, the childminder misses opportunities to extend children's learning further and encourage them to think about why some things might happen.  The childminder does not make the best possible use of information sharing with other settings children attend to help target children's learning and care needs more precisely.

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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 children's learning further and encourage their thinking skills more  improve the sharing of information with other settings that children attend, to help target children's learning and care needs more precisely.

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Inspection activities

 The inspector observed the interactions between the childminder and children, and evaluated her teaching skills.  The inspector read feedback from parents and took their views into consideration.  The inspector spoke to children during the inspection.  The inspector looked at relevant documents, including paediatric first-aid qualifications, public liability insurance and policies.  The inspector discussed with the childminder how she assesses children's overall learning progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to keep children safe. She has completed online training, receives regular updates from the local authority and has regular discussions with other childcare professionals to help keep her knowledge up to date. She knows what to do if she has a concern about the welfare of a child. The childminder evaluates her practice well. Since her last inspection she has increased her knowledge by completing research to give her a better understanding of how children learn and develop. She uses this information to monitor the overall progress children make and help her to identify gaps in their learning or where some children are making exceptional progress. The childminder works well with parents. She shares daily information with them about the children's care, learning and development, and offers suggestions on how they can support learning further at home.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She provides a range of activities and adapts these to meet the individual needs of the different groups of children in her care. For example, she provides clay for younger children to explore the texture, while older children use the clay to create small animals. As they play, the childminder talks about the shapes and sizes of the pieces of clay they have and the children compare the differences. The children talk about how they have made one ball of clay large to use as a body, and another small as a head for the rabbit figure they have made.

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Personal development, behaviour and welfare are good

Children's behaviour is good. The childminder acts as a very good role model and sets clear boundaries for behaviour. She supports children well in resolving conflicts. For example, when two children have a minor disagreement over toys the childminder encourages them to share and helps them to find a solution. The childminder uses everyday opportunities to help children to learn about the similarities and differences between themselves and others. For instance, she invites her neighbour in to draw with henna on children's hands and they talk about why some people have this painted on their hands to celebrate cultural events.

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Outcomes for children are good

Children make good progress from their starting points. They demonstrate independence as they complete simple tasks, such as washing the tools after playing with clay and helping to tidy the toys away. Older children show an awareness for the need to keep themselves safe and follow good hygiene routines. For example they know to wash their hands after using the toilet. They show high levels of understanding and confidence in speaking with other children and the childminder.

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Setting details

Unique reference number EY470017 Local authority Surrey Inspection number 1071639 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 5 Number of children on roll 4

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Name of registered person

Date of previous inspection 14 August 2014

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Telephone number

The childminder registered in 2014 and lives in Guildford, Surrey. She works Monday to Friday from 7.30am to 6pm, for most of the year.

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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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