Childminder EY316815

Inspection date 18 September 2018 Previous inspection date 21 June 2016

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This inspection: Good 2

Previous inspection: Good 2 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 develop good listening skills in preparation for their future learning. For example, when the childminder pretends to see animals in the trees in the garden, the children listen, engage in conversation and smile and laugh delightedly. n The childminder monitors children's progress and identifies any gaps in their learning. She puts plans in place to help ensure all children make good progress. n The childminder supports children's developing self-esteem. For example, she offers children affection, praises them and promotes their emotional well-being effectively. n The childminder is kind and has a calm and positive manner. Children are confident and happy. They are keen to learn in a warm and friendly environment where they are valued and respected. n Partnerships with parents are good. The childminder works well with parents to share information about children's development and to support continuity in their learning.

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It is not yet outstanding because:

n The childminder misses opportunities to engage with staff at other settings that children attend to share information about the children's learning. n The childminder does not always explore further different ways for children to see words and written print, particularly to support those children who learn best outdoors.

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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 develop the partnerships with staff at other settings that children attend further to promote greater continuity of care and information sharing n increase opportunities for children to see letters and written print around the environment, especially outside, to extend their literacy skills further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the areas used within the home for childminding. n The inspector observed interactions between the childminder and the children while they engaged together in activities. n The inspector sampled a range of documentation, including children's records, the childminder's safeguarding procedures and written feedback from parents. n The inspector talked with the childminder and the children throughout the inspection and took account of their views.

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Effectiveness of leadership and management is good

The childminder has a good understanding of safeguarding and knows what to do and who to contact if she has a concern about a child's welfare. Safeguarding is effective. The childminder seeks the views of parents and children. She is committed to improving the outcomes for children. She has received positive feedback from parents about her practice. The childminder continues to develop and improve her knowledge in various ways. For example, she has conducted her own research to help her better support those children who have special educational needs and/or disabilities. Since the last inspection, the childminder has strengthened opportunities for children to develop their independence skills further, such as by encouraging them to help with more tasks during the day. For instance, children cut their own fruit up at snack time.

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Quality of teaching, learning and assessment is good

The childminder is able to adapt activities for children of different ages and abilities. For example, during an activity, she repeats back words to younger children and asks questions of older children to help them solve problems themselves. Children have lots of opportunities to learn about the natural world. For example, children go bug hunting and use a magnifying glass to help them identify bugs and spiders. They learn about the life cycle of a butterfly and explore the local woods. Children learn about where animals come from and how snakes shed their skins. They learn about different cultures and diversity well. For instance, they enjoy listening to music from the indigenous Australian people.

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Personal development, behaviour and welfare are good

The childminder has a warm and inviting home. She welcomes children and supports their social and physical well-being effectively. She is a good role model and children behave well. For example, they play well together and share special toys and help each other to tidy up. The childminder teaches children about safety and risk well. For instance, children know to tidy toys away off the floor that may be a trip hazard to others.

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Outcomes for children are good

Children make good progress from their starting points. They begin to learn how to count with confidence and develop secure mathematical skills. Children develop good language skills and learn positional language, such as on top and behind. Children develop good physical skills. For example, they enjoy physical play in the park and woods and learn how to make dens and climb trees. Children are motivated to learn and choose activities from easily accessible resources. They learn good skills in preparation for the next stage of their learning. For instance, children learn how to recognise their names and can do simple tasks for themselves.

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Setting details

Unique reference number EY316815 Local authority Surrey Inspection number 10073593 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 - 10 Total number of places 6 Number of children on roll 7 Date of previous inspection 21 June 2016

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Registers

The childminder registered in 2006 and lives in Reigate, Surrey. She operates all year round from 8am to 5pm, Monday, Tuesday, Thursday and Friday. The childminder has a childcare qualification at level 3.

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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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