Childminder EY536446

Inspection date 28 August 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Children all make good progress based on their starting points. The childminder has a good understanding of child development. She recognises gaps in development and takes appropriate action to ensure children receive early intervention before they start school. n The childminder demonstrates good commitment to improving her practice even further. She uses self-evaluation to identify gaps in practice and has started to make use of available training. n Children are very settled and demonstrate a strong sense of belonging. The childminder provides a highly welcoming and stimulating environment for children. Play resources are of very good quality and well presented to encourage independent and imaginative play. n The childminder builds good foundations for children to adopt healthy and active lifestyle habits. She provides healthy snacks and meals and enjoyable opportunities for children to play and explore outdoors.

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The provision is good

n Parents hold the childminder in high regard. They say children are keen to arrive each day, and they appreciate the balance of outdoor, indoor and community-based activities that she provides for children.

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It is not yet outstanding because:

n The childminder has not established a fully effective process for ensuring that all children receive consistent learning support between their nursery and childminding settings. n The childminder's processes for tracking and planning for children's progress are not fully developed. Some areas of learning are not as well monitored or regularly assessed as others.

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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

n establish arrangements for sharing information with all early years settings involved with children, to help ensure they receive consistent support n make assessments on children more frequently and develop a process for tracking and planning for their progress more precisely fully involving parents.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interaction with children during activities indoors and outdoors. She looked at the childminder's range of play and learning resources and equipment, and observed the suitability of the premises. n The inspector sought and took account of the views of parents. n The inspector sampled a range of documentation, including children's records and evidence of the childminder's suitability. The inspector talked to the childminder about her use of self-evaluation.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of child protection issues and the procedures to follow if she is concerned about a child's welfare. This includes new government guidance, such as the 'Prevent' duty. The childminder has effective procedures for keeping children safe on outings and takes good precautions in the home to prevent accidents. She keeps parents well informed about daily activities and about children's care routines, for example, eating habits, sleep times and nappy changes. The childminder is beginning to use self-evaluation effectively to identify her professional development needs. For example, she is focused on finding a mentor to help her develop processes for completing assessments on children. Since registration she has completed one online training course and has improved her understanding of parent separation anxiety in young children.

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Quality of teaching, learning and assessment is good

The childminder completes a thorough assessment on children after they have settled into her setting. Her observations of children are accurate. The childminder is focusing now on increasing the frequency of assessment thereafter. She knows and understands the children's interests well and plans activities that link to these. For example, toddlers with a preference for doll play enjoy dressing and undressing dolls, demonstrating excellent hand skills as they fasten poppers. Children with an interest in arts and crafts are provided with tools, such as glue spreaders, to further their progress. Boys who are interested in technology, for example, enjoy using magnetic pens to make marks. The childminder often plans activities around a theme, such as 'the seaside', and uses this to encourage children to talk about their experiences, such as holidays and the different sea life they observed. She engages children in interesting conversations introducing

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Quality of teaching, learning and assessment is good

new vocabulary and encouraging their sentence building.

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Personal development, behaviour and welfare are good

Children are extremely well behaved. The childminder models good manners and children mimic these. For example, they use 'please' and 'thank you' and ask to leave the table when they have finished lunch. The childminder takes children to community activities where they learn to socialise with larger and different groups of children. She provides a wide range of toys that positively introduces babies and toddlers to diversity. The childminder plans the day well to ensure that younger children are able to sleep at times consistent with their home routines.

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Outcomes for children are good

Children are well prepared for the next stage in their learning, such as the transfer to pre-school. Toddlers develop excellent small hand movement skills. Pre-school-aged children confidently ask questions and speak articulately. They develop good counting skills and learn to recognise shapes. Children learn to put on their coats, and young toddlers feed themselves very competently using a spoon and fork.

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Setting details

Unique reference number EY536446 Local authority Surrey Inspection number 10057164 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives in Ashstead, Surrey. The childminder works Monday to Friday between 7.30am and 6.30pm, throughout the year.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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