Childminder in Surrey

Inspection date 31 October 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 The childminder has already developed a wide and informative professional support network. For example, she shares ideas for good practice with other early years practitioners. She makes a wealth of useful guidance and contacts available to parents from sources, such as the local children's centre. n The childminder makes accurate observations of children's achievements. She is beginning to monitor children's learning and development carefully to check that each child is making good levels of progress. Parents say that they are pleased with the progress that their children are making in the childminder's care. n The childminder quickly establishes warm, secure and trusting relationships with the children. They are emotionally secure, self-confident and relaxed in her care. n Young children are developing superb listening skills. They avidly follow story lines, listen to rhymes and search illustrations for rhyming pairs. Children listen respectfully to

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The provision is good

each other and listen attentively to instructions. They quickly learn how to keep themselves safe and make informed choices independently.

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It is not yet outstanding because:

n The childminder is new to the role and is still perfecting her skills in challenging children's learning to even higher levels. n The childminder is still experimenting with the way she checks children's progress and shares this information with parents to help raise outcomes for children further.

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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 seek further ways to strengthen knowledge, skills and experiences to raise the quality of teaching and children's learning to consistently high levels n refine the arrangements to check the progress children make and how this information is shared with parents, to help children reach their highest levels of achievement.

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What the setting needs to do to improve further

Inspection activities n The inspector observed, listened to and talked with children as they played. n The inspector reviewed policies, and discussed the procedures relating to children's safety and welfare with the childminder. n The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents. n The inspector took account of the views of parents in written communication. n The inspector spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

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Effectiveness of leadership and management is good

The childminder has made an impressive start to her childminding. She reflects carefully on her practice and identifies areas to improve further. For example, the childminder has been quick to develop and apply well-informed and up-to-date policies to help her keep children safe, happy and healthy. She shares these with parents and shows children how they can help to keep themselves safe as they try new activities and explore different places together. Safeguarding is effective. The childminder has a very good knowledge of child protection issues and has thought through how she would respond to a broad range of potential concerns. She knows whom to contact and is able to act swiftly wherever she is in the community.

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Quality of teaching, learning and assessment is good

The childminder knows the children in her care well. She plans activities with children's interests in mind and skilfully promotes the next steps in their learning as they play. For example, toddlers concentrate intently as they experiment with different equipment to sieve, pour, stir and hide items in a large tray of lentils. They take great delight in discovering carefully chosen materials, such as conkers, spiders and bats, small squash and larger pumpkins. Having prompted high levels of curiosity and questioning, the childminder continues to model new words in different contexts and story books. Children try using new vocabulary, such as 'smooth', 'hard', 'round' and 'heavy', to compare conkers and pumpkins.

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Personal development, behaviour and welfare are good

The childminder is calm, attentive and encouraging. Children settle in quickly, learn how to express and manage their feelings, and want to try new things. The childminder shares her high expectations for table manners and kindness to each other with the children, and they eat well and interact thoughtfully together. Parents appreciate how successful the childminder is at encouraging their children to eat a wider range of her nutritious, home-cooked food. Children learn to identify healthy food, such as fruit and vegetables, and balance this with fewer sweeter treats.

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Outcomes for children are good

All children make good progress in their learning. They learn social skills, develop self- confidence and have a thirst for discovery, which prepares them well for other activities in the community, for instance, starting at pre-school or going on outings to different natural habitats. Children learn about the world around them. For example, they learn about the skeletons on their fancy-dress costumes and know that people and dinosaurs need skeletons to strengthen their bodies. They talk with interest and confidence about the vehicles and workers they see out in the community and what they do to help us.

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Setting details

Unique reference number EY538950 Local authority Surrey Inspection number 10079121 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 2 - 2 Total number of places 4 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Bagshot. She operates from 7.30am to 5.30pm on Monday to Friday, for most of 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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