Childminder in Surrey

Inspection date

Previous inspection date 25 April 2018 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 Good 2

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This provision is good

 The childminder's effective partnerships with parents help to provide good consistency in children's care, learning and development.  The childminder has a professional approach and works well with her co-childminder and assistant. For instance, they consistently reflect on and review each other's practice for consistency. They keep up to date effectively with new requirements.  Children recognise shapes and numbers. They begin to explore their environment and make sense of the world, and learn skills that help them be ready for school.  The children form warm and secure attachments to the childminder. Children are keen to learn in a warm and friendly setting where they are valued and respected.  The childminder knows each child well. Children are happy and confident.  The childminder teaches children about being healthy. For example, children drink water when they are thirsty and know it is good for them.

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It is not yet outstanding because:

 Sometimes, the childminder misses opportunities to encourage children to be more independent and manage tasks for themselves.  The childminder does not consistently provide opportunities to extend children's understanding of technological equipment, to help them learn how some things work for a purpose.

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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

 provide more opportunities for children to manage tasks for themselves  strengthen children's understanding of technological equipment to help them learn how some things work for a purpose.

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Inspection activities

 The inspector viewed the premises.  The inspector observed the childminder interacting with the children.  The inspector took into account the written and verbal views of parents.  The inspector sampled documentation, including planning, children's development records, policies and procedures.  The inspector spoke with the childminder at convenient times during the inspection.

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Effectiveness of the leadership and management is good

The childminder evaluates her professional development effectively. For example, after attending sign language training she is now better able to support children to understand sentences. This has helped children to develop better communication and language skills. The childminder monitors and tracks children's development well. She identifies any areas for further development and works with parents and other professionals to implement an improvement plan. The childminder seeks the views of her co-childminder, assistant, children and parents to help her identify and tackle areas to improve. She regularly meets with her assistant so that he understands his role and responsibilities well. Safeguarding is effective. The childminder knows what to do and whom to contact if she has a concern about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder has a good range of resources and is able to engage children very successfully in their learning. For example, children play with shells, sticks, bark and other natural materials. Children use a variety of containers and learn to pour water. The childminder uses everyday activities to extend children's learning effectively. For instance, when the post arrives she explains the role of a post person and helps children to count the letters. Children learn early mathematical skills well. The childminder extends children's vocabulary effectively. For example, while playing with sea animals she names a 'seahorse', 'shrimp' and 'ray'.

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Personal development, behaviour and welfare are good

Children develop a range of practical skills and enjoy the world through a wide range of interesting experiences. For example, children have access to a wood at the end of the garden. The childminder encourages children to learn about the seasons and the different noises animals make. For example, they learn to identify a woodpecker in a tree. Children also benefit from visits to other groups, the park and the library to extend their learning. The childminder challenges stereotypical views effectively. For example, she explains to children and their parents that both genders can play with dolls and buggies and other role-play equipment. Children are taught to manage their own safety and risk well. For example, children learn how to safely cross a road.

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Outcomes for children are good

Children learn about different cultures and diversity well through a variety of resources. They explore art and stories and how to eat with different utensils, such as chopsticks. Children learn to be respectful of others and their beliefs. They learn to take turns and play well together. Children have lots of opportunities to develop their physical skills. For example, they run in the large wood at the end of the garden. All children make good progress from their starting points.

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Setting details

Unique reference number EY499811 Local authority Surrey Inspection number 1050700 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in Godstone, Surrey. The childminder operates Monday to Friday from 8.30am to 5.30pm, for most of the year. The childminder holds a relevant childcare qualification at level 3. She works with a co-childminder and 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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