Childminder EY427503

Inspection date

Previous inspection date 8 November 2017 30 September 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 works in close partnership with children's parents and other early years providers to support children's individual needs. She uses the information she gains from them, along with her own observations, to make accurate assessments of children starting points. She uses the knowledge provided to monitor and plan for their ongoing progress.  Children have access to a wide range of good-quality play and learning resources that link with their interests, such as for pretend play, and arts and crafts. The childminder joins in children's play and shows good ability to support their progress, for example, with communication and language and mathematics when spontaneous situations arise.  Children are well supported by the childminder to develop independence. For example, they learn to manage their own toileting needs, prepare their own lunch, make practical decisions, and lead and develop their own play and learning.

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This provision is good

 The childminder is patient and kind. Children behave well and develop good social skills.  The childminder has successfully improved her practice since the last inspection. She shows good capacity to maintain continuous improvement.

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It is not yet outstanding because:

 Sometimes, the childminder does not use her good knowledge of individual children's interests and capabilities to ensure planned activities provide them with maximum challenge.  The childminder is not making full use of self-evaluation to identify training needs that help her develop first-rate teaching skills.

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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 the information gained about children's interests, levels of achievement and identified next steps for learning more fully when planning activities  focus more precisely on professional development that helps raise the quality of teaching to the highest level.

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Inspection activities

 The inspector observed the childminder's interaction with children during activities indoors. She looked at the childminder's range of play and learning resources and equipment, and observed the suitability of the premises.  The inspector discussed the childminder's practice with her and the impact of her engagement with children.  The inspector sampled a range of documentation, including children's records and evidence of the childminder's suitability. She assessed the childminder's level of improvement since the last inspection and explored her self-evaluation processes.  The inspector took account of the views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has suitable knowledge and understanding of the possible signs of child abuse and the procedures to follow if she is concerned about a child's welfare. Her risk assessments, such as for outings, are thorough and effective in helping to ensure children's safety. The childminder has addressed all the actions and recommendations raised at the last inspection. Some of these, such as completing assessments of children and promoting and supporting independence skills, are now key strengths. The childminder has established strong and effective partnerships with parents and children's pre-school settings. When she does evaluate the impact of her teaching practice on children, this is astute. For example, she identified that children who are able to use scissors would be better challenged by cutting out their own shapes to make a poppy rather than using adult-prepared ones.

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Quality of teaching, learning and assessment is good

The childminder supports children's learning through play and practical experiences well. She joins in their pretend play, such as 'hairdressers', asking a good range of meaningful questions that effectively extend children's learning and promote their thinking skills. For example, the childminder asks if she should pay for her hairdressing before or after it is completed, asks for clarification of the cost and for ideas about the style. The childminder provides regular opportunities for children to practise early writing skills. She recognises when they are ready to progress from creating repeated lines of small circles and other marks to learning to recognise and write their names and other letters.

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Personal development, behaviour and welfare are good

Children are cared for in a welcoming environment. They are happy and show a strong sense of security and belonging. The childminder successfully teaches children about good hygiene and how to keep themselves safe, for example, as she involves them in preparing lunch in the kitchen. Children learn to like healthy and varied foods while they help the childminder plan and prepare what they are going to have each day. The childminder plans a good balance of daily opportunities for children to socialise with others. They learn to play independently, learn about nature, people and communities and engage in physical exercise. The childminder is an excellent and successful role model for promoting good manners.

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Outcomes for children are good

Children are well prepared for their eventual move to school. They confidently express and develop their own ideas. They use pencils enthusiastically, independently and competently to make purposeful and meaningful marks, for instance, to caption their pictures. Children learn to manage their own toileting needs, put on their own shoes and coats, and deal with conflicts. They develop good mathematical skills and become articulate communicators.

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Setting details

Unique reference number EY427503 Local authority Surrey Inspection number 1057858 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 30 September 2015

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Telephone number

The childminder registered in 2011. She lives in Sunbury-on-Thames, Middlesex. The childminder works Monday to Friday, throughout the year, between 7.30am and 6pm.

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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

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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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