Childminder EY498862

Inspection date

Previous inspection date 6 June 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 has a variety of toys, equipment and resources to support children's learning. For example, toys with buttons help children to understand how things work.  The childminder prepares children well for school in a number of ways. For example, she begins to sound out words to help develop their letter recognition.  The childminder supports children's developing self-esteem effectively. For example, she cuddles and praises them, and promotes their emotional well-being.  The children form strong attachments to the childminder. They are keen to learn in a safe and welcoming environment where they are valued and respected.  Children choose their own resources and develop good independence and confidence. They make good progress from their starting points.  The childminder keeps her knowledge current, such as with regard to new legislation and practice changes, to help improve her teaching skills and practice.

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It is not yet outstanding because:

 The childminder does not consistently monitor children's development as precisely as possible to enable her to plan more accurately for their next steps in their learning.  The childminder has not fully established links with other early years settings that children attend to support and build on continuity in their 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

 develop further the monitoring of children's progress to provide an even sharper focus on identifying what steps they need to take next in their learning  develop partnerships more with other settings that the children attend to support their continuity in care and learning further.

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Inspection activities

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

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Effectiveness of the leadership and management is good

The childminder and her assistant have a good knowledge of how to keep children safe. They know whom to contact and what to do if they have a concern for a child's welfare. Safeguarding is effective. The childminder regularly seeks the views of her assistant, the children and parents to help develop and improve her setting. For example, children vote on activities and evaluate how successful they have been. She works well with her assistant and keeps her up to date effectively with new guidelines and training. They reflect on, and review each other's, practice and identify areas for improvements. The childminder works well with parents and shares information effectively for continuity of children's learning. For example, she shared activities to help develop children's fine motor skills.

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Quality of teaching, learning and assessment is good

The childminder teaches children effectively about the world around them. For example, children learn how a centipede has many legs and how goats have hooves. The childminder uses everyday activities to teach mathematics effectively. For example, children estimate the amount of cake cases needed during a cake making activity. Children learn good mathematical skills. The childminder teaches children about diversity well. For example, she has a variety of resources such as small-world figures, role play and dressing up and uses different food to celebrate different cultures. For example, she made a selection of food from Thailand and discussed the similarities and differences with the children.

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Personal development, behaviour and welfare are good

The childminder is a good role model. Children behave well and are beginning to be aware of the needs of others. The childminder effectively teaches children to gain an awareness of their personal safety. For example, children learn how to use a knife and to cut safely. Children benefit from fresh air and exercise, such as during visits to parks and walks. The childminder helps children to have a good understanding of a healthy lifestyle and the positive effect it has on our bodies. For example, children know that food goes into our bodies and it helps us grow and be strong. The childminder takes children fruit picking to support their understanding of where food comes from and teaches children about healthy eating options well.

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Outcomes for children are good

Children develop good communication and language skills. For example, the childminder extends vocabulary when discussing how a microphone is used to make your voice louder. Children have lots of opportunities to develop good physical skills. For example, they play in the large field next to the garden and climb trees and make dens. Children begin to recognise shapes and numbers and explore their environment and make sense of the world. Children learn skills that help them prepare for their future learning.

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Setting details

Unique reference number EY498862 Local authority Surrey Inspection number 1052882 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 12 Number of children on roll 2

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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. She lives in Godstone, Surrey. She operates Tuesday to Friday from 7.30am to 6.30pm, term time only. The childminder works with an assistant who holds a recognised level 3 childcare 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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