Childminder in Surrey

Inspection date

Previous inspection date 26 April 2018 11 December 2014

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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

 Children are happy and settled in the childminder's care. She meets their individual needs well, which helps to build good levels of emotional well-being.  The childminder assesses and monitors children's learning effectively. She uses this information to plan for children's next steps in learning, to help them to achieve their individual goals.  Partnerships with parents are good. The childminder gives parents daily feedback. She keeps them well informed of what their children have been doing and meets the children's care needs effectively.  Children have good opportunities to learn about the similarities between themselves and others. They learn to respect and value differences.  Children develop the skills they need for the next stage in learning, such as pre-school and school. They complete simple tasks, such as using the toilet and washing their hands independently.

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It is not yet outstanding because:

 During planned activities, the childminder misses opportunities to encourage young children to make more independent choices in their play.  The childminder does not make the most out of partnerships with other early years settings that children also attend, to provide them with an even more consistent approach to learning.

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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 young children to make more independent choices in their play  review and strengthen the communication with other early years professionals at settings children also attend, to provide a more consistent approach to their shared learning experiences.

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Inspection activities

 The inspector observed the interaction between the childminder and the children and considered the impact this has on their learning.  The inspector completed a joint observation of an activity with the childminder.  The inspector discussed with the childminder how she keeps the children in her care safe.  The inspector viewed documents, including the childminder's paediatric first-aid certificate and public liability insurance.  The inspector viewed the areas of the home used by children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the signs that may indicate that a child may be at risk of harm. She knows the procedures to follow if she has concerns about a child's welfare. She works well with other professionals, such as her co- childminder, and makes effective use of online information, the local authority and childcare organisations to refresh her awareness and sharpen her teaching skills. The childminder reviews her practice and provision and seeks the views of parents and other professionals to help drive continuous improvement. For example, she has regular discussions with her co-childminder. They regularly share ideas, which helps to improve her knowledge further. They share information about children's learning and development, and plan activities to support their learning further.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children develop. She observes children closely and gets to know them well. She plans a good range of activities based on children's interests. For example, children enjoy using play tea sets and role play pouring the tea. As they do this, the childminder extends their language, for example, by talking to them about what they are doing. Children explore with different resources to help them to recognise change. For instance, they use different coloured paint and combine two colours to create a different colour. The childminder places a good focus on supporting children's language and communication. For instance, as she looks at books with toddlers she names the animals and encourages children to repeat these and make the corresponding animal sounds.

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Personal development, behaviour and welfare are good

The childminder is conscientious about keeping children safe. She regularly checks the environment and resources to make sure they are suitable for children to use. Children successfully lead a healthy lifestyle. For example, they follow good hygiene routines and have plenty of opportunities for fresh air and exercise. They learn about where their food comes from and the importance of making healthy food choices. For example, they grow vegetables in the childminder's garden. The childminder acts as a good role model, offering children gentle guidance and praise. Children's behaviour is good. They follow instructions and complete routine tasks independently. They listen carefully and are happy to share and cooperate.

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Outcomes for children are good

Children make good progress from their starting points and develop skills that prepare them well for their future learning. For instance, they show good levels of independence, such as helping to tidy up after play. They play well alongside others, are happy to share and take turns. Pre-school children learn to recognise and write their own names.

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Setting details

Unique reference number 510995 Local authority Surrey Inspection number 1121265 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 11 December 2014

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Telephone number

The childminder registered in 2000. She lives in West Molesey, Surrey. The childminder offers care from Monday to Thursday from 7am to 6pm all year round. The childminder works alongside a co-childminder. The childminder has a relevant level 3 qualification.

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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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