Childminder EY459095

Inspection date

Previous inspection date 1 November 2017 9 September 2013

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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 successful strategies to establish children's achievements when they start with her. She carefully monitors their development. Children make good progress and are prepared well for their future learning.  The childminder recognises the importance of working with all people involved in children's lives. For example, she enables other important family members to share in celebrating children's achievements. The childminder has secure systems to ensure continuity when children attend other settings.  The childminder provides children with opportunities to develop healthy attitudes towards food. For example, she provides nutritious meals and healthy snacks.  The childminder has a proactive approach to improving her professional knowledge and skills. She uses the resources available to her to learn effectively about her role and to develop her provision to improve the outcomes for children.

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It is not yet outstanding because:

 The childminder does not consistently focus on children's individual needs or the goals she has set for them when planning activities.  The childminder does not consistently gather information from parents about children's achievements and interests at home to support her own assessments of children's progress.

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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

 link the activities planned more closely to the developmental needs of the individual children  increase the ways in which parents are involved in children's learning.

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Inspection activities

 The inspector observed activities indoors and outdoors.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records.  The inspector checked evidence of the childminder's qualifications and her suitability checks.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is confident in her knowledge of how to keep the children in her care safe. She frequently updates her understanding of safeguarding procedures. She knows how to identify when a child's welfare may be at risk and what to do if she is concerned. The childminder makes continual evaluations of her practice from which she sets and completes actions to make improvements. For example, she has improved the opportunities for outdoor learning by creating more opportunities for children to solve problems. She has also included many effective resources to develop early reading and writing skills in the outdoor environment. The childminder recognises the importance of working with parents and gaining more information from them about what children learn at home.

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Quality of teaching, learning and assessment is good

The childminder shows skill in offering children challenges which help to extend their development. For example, when babies are learning to walk she provides resources that help them to stand and develop balance and mobility. However, on occasions, some planned activities do not take full account of every child's individual needs. The childminder promotes diversity well in her setting. She teaches children about differences in life in the wider world and uses resources that help children with additional languages to develop their communication skills.

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Personal development, behaviour and welfare are good

The childminder forms strong bonds with children, which helps them to feel secure in her presence and develop confidence. Children interact well with each other. Younger children learn from the older ones, mimicking sounds and following their lead. The childminder ensures children develop the personal, social and emotional skills they need for future experiences, such as starting school. For example, she makes sure they experience a range of environments and meet a variety of other children. The childminder has a calm and positive manner. She promotes a homely environment in which children behave well.

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Outcomes for children are good

Children develop confidence quickly when they start with the childminder. They socialise with other children and eagerly explore their environments. Children develop good language skills. For example, quiet babies quickly start babbling and communicating with other children. Children make good progress in their physical skills. For instance, non- mobile babies enjoy challenges such as bouncing on a small trampoline. Children show an eagerness to find out about the objects they discover and regularly test out ideas. For example, they recognise that banging a plate results in a noise and they enjoy smearing paint and feeling it on their fingers. Children of a very young age experience numbers and text in an appropriate manner which helps support their development.

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Setting details

Unique reference number EY459095 Local authority Surrey Inspection number 1063335 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 3 Number of children on roll 1

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Name of registered person

Date of previous inspection 9 September 2013

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Telephone number

The childminder registered in 2013. She lives in Epsom, Surrey. The childminder opens all day from Monday to Thursday, all year. The childminder also cares for older children out of school hours.

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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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