Childminder EY489050

Inspection date

Previous inspection date 6 November 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 Outstanding 1

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This provision is good

 The childminder has effective monitoring systems in place, to help identify any gaps in children's development early and provide the appropriate support.  The childminder gives simple explanations about what makes the children similar to and different from each other, so all children learn how to respect and value one another.  The childminder provides an exceptionally safe, warm and welcoming environment. Children flourish and are keen to learn.  Children have lots of opportunities to discuss healthy food and the effect it has on their bodies.  The childminder and her assistant know the children remarkably well and plan effectively for each individual child. Children benefit from an excellent settling-in procedure and have a very good sense of belonging.  Children develop good language skills in a variety of ways. For example, while reading a story, the childminder introduces new vocabulary, such as 'rocket', 'bang' and 'shooting

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This provision is good

stars'.  Children are extremely happy and confident. The childminder helps them to develop very valuable skills, such as gaining independence needed for their future learning.

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It is not yet outstanding because:

 The childminder does not consistently seek the views of children to help her evaluate her provision and improve their experiences at the setting even further.

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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

 enhance opportunities for children to contribute their ideas, to help improve the provision and their experiences at the setting further.

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Inspection activities

 The inspector viewed the premises.  The inspector observed the childminder interacting with children.  The inspector sampled documentation that included planning, children's records, policies and procedures.  The inspector spoke to children and viewed their activities.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have an excellent understanding of safeguarding procedures. The childminder shares good practice with her assistant and effectively advises her of any changes in requirements. She supports her assistant's professional development well, including recent safeguarding training that has helped her to recognise signs of welfare issues, to help keep children safe. The childminder has good relationships with parents and other professionals and teachers. She uses similar themes in her setting as those in school and shares these with parents. For example, she continued a school topic on the Great Fire of London, using interesting craft activities to motivate children. The childminder supports children to build on their skills and interests well. For example, she has attended several information evenings at school to help her to provide continuity for the children. The childminder is reflective and

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Effectiveness of the leadership and management is good

continually looks at ways to improve her knowledge. After attending early years foundation stage training, she feels she is better able to understand how to celebrate children's work within the setting and build on their confidence and self-esteem more effectively. For example, she displays children's work and makes good use of praise.

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Quality of teaching, learning and assessment is good

Children learn to be self-sufficient and manage small tasks on their own. For instance, as they come into the setting, they take off their shoes and coats and put them away by themselves. All children, including the youngest, access the toilet independently. Older children remind younger children to use soap when washing their hands. Children are beginning to be aware of the needs of others. Children have lots of opportunities to develop their physical skills. For example, children make their own skipping ropes and proudly show off their skipping skills. The childminder adapts activities effectively for children's different ages and abilities. For example, when reading a story, she uses different voices and tones to make it interesting for younger children and asks challenging questions of older children to encourage them to think for themselves.

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Personal development, behaviour and welfare are outstanding

Children are encouraged to take turns and play cooperatively together. They are respectful of others and their beliefs. Children have an excellent awareness of how to manage their behaviour and to recognise the needs of others. For example, older children help younger children to make special bracelets and praise them when they do well. The childminder and her assistant support children extremely well to understand how to keep safe and manage risk in a number of ways. For example, children know how to safely handle sparklers by wearing gloves and know the dangers of fireworks. The children have exceptionally warm and secure attachments to the childminder. They are encouraged to choose activities and are supported to become highly motivated learners.

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Setting details

Unique reference number EY489050 Local authority Surrey Inspection number 1021939 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 7 Total number of places 9 Number of children on roll 10

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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 and lives in Reigate, Surrey. She works Monday to Friday, from 7.30am to 9am and 3pm to 6pm, during term time only. The childminder has qualified teacher status. She works with an assistant.

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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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