Canning, Lisa Anne

Inspection date

Previous inspection date 5 October 2017 5 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

 Children are happy and well settled in the childminder's home. They have secure attachments with her and have the confidence to play independently.  The childminder monitors children's progress well. She plans activities using her secure knowledge of their interests and stage of development. Children make good progress.  The childminder has good partnerships with parents. She fully involves them in their children's learning and values their feedback. The childminder shares information each day, for example, all children have a daily diary where she notes their achievements.  The childminder understands the importance of evaluating and developing her practice and provision. For example, she has developed the mark-making resources in the outdoor area. This has had a positive impact on the opportunities children have to develop their early writing skills.  The childminder has good relationships with other settings that children attend. She

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This provision is good

shares information about children's learning and takes into account information that the setting's staff pass on.

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It is not yet outstanding because:

 Occasionally, during adult-led activities, the childminder does not allow children enough time to explore their own ideas.  The childminder does not make the most out of some experiences and activities during the day to provide additional learning opportunities for children.

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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

 consider and improve the amount of time given to children to explore their thoughts and extend their own ideas  extend children's learning opportunities throughout the day to help them make the best possible progress.

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Inspection activities

 The inspector observed activities and the childminder's interactions with children indoors and outdoors.  The inspector viewed a range of written documentation, including policies and procedures, risk assessments and the childminder's self-evaluation.  The inspector viewed children's development records and tracked their progress.  The inspector viewed all areas of the home used for childminding.  The inspector viewed written feedback from parents to gain their views and thoughts.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure awareness of the child protection procedures to follow and whom to contact if she has concerns about children's safety or well-being. Written policies underpin her secure knowledge and she uses these to make sure parents understand her role and responsibilities towards their children. The well- qualified childminder ensures that she keeps her knowledge and understanding of current practice and legislation up to date. For example, she attends training and networks closely with other childminders. The childminder effectively risk assesses her home daily and has measures in place to keep children safe. For example, she has safety gates on the entrance to the kitchen.

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Quality of teaching, learning and assessment is good

The childminder provides a range of interesting and challenging activities for children to explore. She has a secure knowledge of where children are in their learning and adapts activities accordingly. For example, she encouraged younger children to match and group coloured objects. With the same activity, she asked older children to count the number of objects. Children enjoy listening to stories and take an active role as the childminder reads. For example, they find and use resources to follow the story, easily see the pictures and tell the childminder what is happening, and remain engaged for long periods. Babies confidently explore and enjoy using technological equipment. The childminder is a positive role model and uses simple language they can understand as they play.

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Personal development, behaviour and welfare are good

The childminder knows children well. Flexible settling-in procedures ensure that children feel safe and secure with the childminder and that she has a good understanding of their individual routines and needs. Children behave well and have a good understanding of what the childminder expects. They show kindness and consideration towards others and share without the need for reminders. The childminder praises children constantly which helps further develop their confidence and self-esteem. Children have a variety of daily opportunities to gain fresh air and exercise. For example, they enjoy using ride-on toys, playing with sand in the childminder's garden, and going for walks and to toddler groups in the local area.

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Outcomes for children are good

Children are confident learners and are not afraid to 'have a go'. They make consistently good progress in all areas of development in preparation for school and future learning. Older children are beginning to understand that print carries meaning. For example, they 'have a go' at finding written numbers. Children are independent and carry out personal care tasks independently, such as using the toilet and washing their hands.

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Setting details

Unique reference number 120481 Local authority Surrey Inspection number 1089245 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder registered in 1999 and lives in Guildford, Surrey. She offers care to children on Monday to Friday, for most of the year, from 8am until 5.30pm. The childminder has a diploma in extending childminding practice.

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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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