Childminder in Surrey

Inspection date 22 November 2018 Previous inspection date 15 December 2017

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Previous inspection: Requires improvement

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not regularly assess children's progress. She has a general understanding of what they can do. However, the childminder's knowledge is not precise and she does not have clear plans in place to support children's progress further in all areas of learning. Children make steady progress, but they are not well challenged and are capable of achieving more. n The childminder does not effectively involve parents or others involved in children's early education in reviewing and planning for children's progress. n The childminder does not fully consider or effectively support the range of possible learning outcomes within planned activities and spontaneous situations. She does not fully evaluate what she observes to identify ways to extend children's learning or continually build on their experiences and interests. n The childminder does not use self-evaluation effectively and make the most of

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This is a provision that requires improvement

professional development opportunities to identify and address weaknesses in practice.

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It has the following strengths

n The childminder consistently promotes good hygiene. She is particularly successful in encouraging toilet training. She teaches children how to keep themselves safe, for instance, if they are approached by an off-lead dog in the park, or in the event of a fire. n Children form affectionate and trusting relationships with the childminder. They are very happy and settled in her care, develop good social skills and behave very well. n The childminder ensures children engage in a good range of exercise and outdoor play experiences. For example, children visit soft-play centres, play parks with challenging apparatus and attend a weekly music-and-movement group session.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve use of assessment to identify precisely children's stage of development and next steps for learning, and share this information with parents and others involved in supporting children's early education, to enable them to provide consistent support at home. 20/12/2018

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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 plan and evaluate activities more thoroughly to identify varied learning opportunities and ways to extend children's learning, continually building on their interests and experiences n develop the use of self-evaluation to identify and carefully target professional development to raise the quality of teaching and outcomes for children.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the children's play and learning indoors. n The inspector looked at the childminder's range of play and learning resources and equipment, and observed the suitability of the premises. n 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. n The inspector discussed the childminder's practice with her and the impact of her engagement with children. n The inspector took account of the views of parents which were available in writing.

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder has good knowledge of the possible signs of abuse and neglect, and the procedures to follow if she is concerned about a child's welfare. She makes good use of risk assessment to help keep children safe, for instance, on outings. However, there has been a decline in the quality of her teaching practice since the last inspection. For example, she does not have effective systems in place to assess and track children's progress and plan for their ongoing development. The childminder does not make effective use of self-evaluation and professional development to identify and address gaps in her teaching practice. The childminder works in partnership with parents and the nursery and school settings some children attend, to support their well-being, but this communication does not include children's learning progress and needs.

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Quality of teaching, learning and assessment requires improvement

The childminder has some knowledge of children's abilities and progress, and how to support them. For example, she recognises their good communication and language skills and engages them in conversation to support their steady progress. However, the childminder is not secure in her knowledge of their progress in less obvious aspects of learning, such as shape or colour. She does not fully consider children's level of understanding and provide them with explanations to help them make sense of what they are doing, such as when they create bauble and reef prints using potatoes and brushes. The childminder does not identify children's next steps for learning, so activities do not fully support their ongoing progress.

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Personal development, behaviour and welfare are good

Children feel very much valued by the childminder. She praises them frequently and they show high levels of self-esteem. For example, children proudly show visitors their completed artwork. Children learn to share and take turns, contribute to group discussions and become familiar with diversity as they take part in community group activities. The childminder teaches children how to manage their own personal care and promotes good hygiene very well. For example, children know the importance of covering their mouth when coughing and for washing their hands before snack time.

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Outcomes for children require improvement

Emotionally, children are well prepared for starting school. They also develop good levels of practical independence. For example, children learn to manage their own toileting and to put on their coats and shoes. Children use pencils to colour in templates. Children articulately express themselves. However, although very able children make steady progress, they are capable of making much better progress. They are not sufficiently challenged in mathematics, literacy and their understanding of the world.

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Setting details

Unique reference number EY397231 Local authority Surrey Inspection number 10079668 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 - 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 15 December 2017

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Registers

The childminder registered in 2009. She lives in Addlestone in Surrey. The childminder has an appropriate early years qualification at level 3. She works all day on Monday to Friday, all year round. The childminder works with an assistant.

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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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