Childminder EY488573

Inspection date

Previous inspection date 11 July 2018 1 August 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 and her assistant have a good understanding of child development. They complete detailed observations of children and make precise assessments on their progress. Children all make good progress in their learning and development.  The childminder makes very good use of the outdoors and community to support children's health and well-being, and understanding of the world.  The childminder and her assistant are good role models for children. They are patient and kind. Children form strong emotional attachments with them and behave well.  The childminder and her assistant form very good relationships with parents, who hold them in high regard. Information about children's learning and progress is well shared.  The childminder and her assistant have a strong and professional partnership. The childminder has worked hard to improve her practice since the last inspection. Actions raised have been fully met.

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It is not yet outstanding because:

 The childminder does not build fully on children's interests to encourage their writing, and knowledge and understanding of shapes.  The childminder has not established strong enough links with the pre-school settings children also attend, to ensure fully that children receive consistent support.  The childminder has not used highly focused professional development to raise the quality of her teaching and that of her assistant to an outstanding level.

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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

 explore further ways to inspire older children's interest in writing, linking letters to sounds and learning about shapes, so they are even better prepared for school  establish communicative links with the other settings children also attend, to enable and secure a more consistent approach for supporting children's progress  focus more precisely on professional development that helps raise the quality of teaching to the highest level.

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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, and that of her assistant, with her and the impact of their engagement with children.  The inspector sought and took account of the views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps herself and her assistant up to date on safeguarding matters. They complete child protection refresher training. Both understand their individual responsibilities for acting on concerns about a child's welfare. Since the last inspection, procedures for completing and using risk assessments to ensure children's safety have been strengthened. The childminder has also introduced an appraisal system for her assistant to support her professional development. This is new, so the effectiveness of targeting training needs is not yet proven. The childminder and her assistant reflect jointly on their practice and research activity ideas together.

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Quality of teaching, learning and assessment is good

The childminder and her assistant promote children's communication and language skills well. For example, the childminder asks questions and makes comments that encourage children to describe in detail what they are making and what it is for. The childminder's assistant repeats words and sings rhymes to babies, which prompt them to babble back. The childminder provides a good selection of resources for children to use in different ways. She plans exciting activities, for example, trips to the farm, swimming, nature hunts in the woods and baking. Children who have special educational needs are well supported by the childminder and assistant. For example, they patiently prepare children for changes to the routine by giving them clear explanations.

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Personal development, behaviour and welfare are good

Children have a strong sense of belonging in the childminder's home. The assistant makes maximum use of routines, such as nappy changing and feeding, to build strong emotional attachments with their key children. Babies are inspired by older children and the activities to practise their developing mobility. Pre-school-age children are very kind and considerate of babies' needs. Children learn road safety, how to behave around dogs and the importance of wearing sun hats. They learn to understand and respect different traditions, for example the meaning of Easter and Chinese New Year.

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Outcomes for children are good

Children develop a strong exploratory impulse and interest in the working world. They confidently test out, represent and develop their own ideas. For example, they create their own structures using open guttering, crates, sand and water to create 'a beach road'. Children are confident communicators with strong social skills. They engage in detailed conversations with adults and each other. Children learn to put on their own shoes and manage their personal hygiene. In this respect, children are prepared for their eventual move to school. Four-year-olds recognise their names.

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Setting details

Unique reference number EY488573 Local authority Surrey Inspection number 1112173 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 12 Number of children on roll 6

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Name of registered person

Date of previous inspection 1 August 2017

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Telephone number

The childminder registered in 2015 and lives in Reigate, Surrey. She works with an assistant. She operates from 7.30am to 6.30pm on Monday to Friday, for the majority of the year. The childminder and her assistant hold childcare qualifications at level 3.

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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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