Childminder EY501105

Inspection date

Previous inspection date 25 June 2018 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has made a good start to childminding. She reflects on her practice well and shows a strong understanding of her strengths and where there is scope for improvement. She makes good use of available training and opportunities to share ideas with more experienced childminders.  The childminder establishes good partnerships with parents and other settings children attend. She shares her observations of children and involves parents in completing assessments and planning for children's progress.  Children make good progress from their starting points. For example, within six months of attending, children progress from using single words to stringing three words together to form a sentence.  Children develop strong compassion and understanding of the needs of animals and different members of the community.

p.1

It is not yet outstanding because:

 Although the childminder completes assessments of children's learning, her planned activities do not focus fully on supporting their next steps in learning or on their preferred ways of learning. Sometimes, children lose interest in some activities.  The childminder does not exploit all opportunities to help children become familiar with toilet routines before toilet training is started. Sometimes, she misses opportunities to promote handwashing.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen children's progress and sustain their interest in activities by considering their next steps for learning, their interests and preferred ways of learning more fully  establish routines that inspire children's interest more in becoming toilet trained and adopting good hygiene routines so that they are well prepared for managing these on their own when they start nursery school.

p.2

Inspection activities

 The inspector observed the children engaged in play and learning indoors and in the garden.  The inspector looked at the childminder's range of play and learning resources and equipment, and observed the suitability of the premises.  The inspector sampled a range of documentation, including children's records and evidence of the childminder's suitability. The inspector discussed the childminder's self- evaluation with her.  The inspector discussed the childminder's practice with her and the impact of her engagement with children.  The inspector sought and took account of the views of parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding about child protection issues and the procedures to follow if she is concerned about a child's welfare. This includes all aspects of child abuse and neglect and exposure to extreme and radical views. The childminder makes good use of risk assessments to identify and minimise potential hazards to children in her home and on outings. She uses what she learns from the training that she attends and mentoring from colleagues to improve her practice. For example, she has learned new strategies for successfully involving groups of children in telling stories. Since registration, she has created a mud kitchen play area in the garden. She is now focused on creating more opportunities for children to develop their exploration and investigation skills.

p.3

Quality of teaching, learning and assessment is good

Overall, the childminder monitors children's progress well. For example, she notes their developing ability to describe size using language, such as 'huge' and 'ginormous'. The childminder models good language and spoken sentences. For example, she clarifies what children say, adding additional words. The childminder supports children to develop early writing skills very effectively. For example, she provides children who prefer to be outdoors with large chalks to make marks on the patio and provides tools, such as tweezers, to encourage their small-muscle development.

p.3

Personal development, behaviour and welfare are good

The childminder provides a welcoming environment with a good variety of play and learning resources. She establishes strong emotional attachments with children. They feel safe and secure and confidently express their feelings. The childminder provides firm foundations for children to learn to appreciate the outdoors and enjoy physical exercise. For example, children explore woodlands and join in armchair aerobics with elderly residents of a care home. The childminder teaches children about safety, such as how to behave around dogs, to cross roads and what to do in the event of a fire. The childminder models good behaviour. She teaches children to be well mannered.

p.3

Outcomes for children are good

Children are well prepared for moving on to school. They develop good social skills from their engagement in local community group activities, such as stay-and-play sessions. They organise their own play and learning. Children develop good writing skills and learn to count and recognise shapes. They are inquisitive and ask interesting questions.

p.3

Setting details

Unique reference number EY501105 Local authority Surrey Inspection number 1053750 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016 and lives in New Haw, Addlestone, Surrey. She operates during term time from 7.30am to 6.30pm, Monday to Friday.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5