Bishop, Joanna Rosa

Inspection date

Previous inspection date 30 November 2017 27 June 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 establishes secure starting points for children. She observes and assesses children well to see what they like to do. The childminder judges effectively how children are achieving and plans for what they need to learn next.  The childminder works well in partnership with parents and staff in other settings children attend, to ensure continuity in care. She communicates effectively with parents to gather useful information about children's needs and interests.  Children develop confidence. They settle well, communicate their views to the childminder well and explore the setting eagerly. All children make good progress.  The childminder teaches children about healthy practices well. For example, she helps children to choose healthy foods when they go on trips to the supermarket. Children benefit from frequent opportunities to engage in physical activity.  The childminder follows useful strategies to ensure she develops her professional

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This provision is good

knowledge and skills. These include using online resources to develop her range of activities and to keep her policies up to date.

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It is not yet outstanding because:

 The childminder does not always provide further opportunities for children to experience diversity.  At times, children cannot easily access the full range of resources available to them. They cannot easily extend their play by bringing in extra resources, such as mark- making materials.

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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 further the opportunities available for children to experience diversity among families, communities and traditions  enhance the learning environment to help children make more informed choices about what they want to play with, including mark-making resources.

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Inspection activities

 The inspector observed activities indoors and discussed the provision for outdoor play.  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 has a strong understanding of the signs that show her a child's welfare might be at risk. She understands the procedures to follow in the event of a concern regarding children's welfare. The childminder makes safeguarding children an integral part of her practice. She reflects daily on her practice and constantly considers how to improve the outcomes for children. For example, she repeats and extends activities children have enjoyed, to challenge them further. The childminder welcomes parent feedback and listens carefully to their views. For example, she adapts her practice to follow children's existing routines.

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Quality of teaching, learning and assessment is good

The childminder teaches children well. She uses age-appropriate strategies to extend children's learning. For instance, with babies, she models actions and language effectively to allow them opportunities to copy. The childminder challenges children well. For example, when she recognises babies are putting blocks together she extends this to help them pull them apart too. The childminder has made changes following her previous inspection. She now uses children's interests more to help them develop their developmental goals. For instance, when she notices that babies particularly like building with bricks, she plans to use a brick trolley to help them develop skills to help them walk.

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Personal development, behaviour and welfare are good

Children form bonds with the childminder quickly and show they are secure in her care. For example, after only a few sessions they cuddle her for comfort when they first wake up and follow her when she moves away. The childminder supports children to develop independence at an age-appropriate level. For instance, she encourages babies to learn to feed themselves with spoons. The childminder has strategies in place to emotionally prepare children for changes in setting, such as when they move on to school. These include providing them with experiences of busier settings and talking about school in a fun way. The childminder promotes positive behaviour throughout her practice, for example, she models good manners to the children.

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Outcomes for children are good

Children show an eagerness to explore. They investigate resources and try to discover how they work. For example, babies learn about cause and effect as they realise that pushing a button on a toy makes a noise. Very young children develop early problem- solving skills through activities, such as pushing shapes through holes. Children develop early language skills as they mimic both the childminder and the noises on the toys they play with. They develop the ability to create noises and say words. The childminder prepares children early for their future learning. Babies are already developing their literacy skills and a positive attitude to books. They enjoy looking at books, point at the pictures and the childminder explains what are in the pictures. Children experience numbers throughout their play, for example, they hear numbers as they build with bricks and look at the numbers they see around them.

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Setting details

Unique reference number EY400628 Local authority Surrey Inspection number 1062320 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 27 June 2013

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Telephone number

The childminder registered in 2009. She lives in Weybridge, Surrey and opens all day, Monday to Thursday, all year round.

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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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