Childminder in Surrey

Inspection date 6 December 2018 Previous inspection date 20 October 2014

p.1

This inspection: Good 2

Previous inspection: Not Met (with actions) 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

p.1

This provision is good

n The childminder is caring and builds strong bonds with all children. This helps to support their emotional well-being. Children are happy, confident and eager to learn. n The childminder builds on children's listening skills well. She provides a running commentary as children play and initiates many purposeful discussions. This helps to promote children's language skills. n The childminder completes regular observations and assessments of children's development. She uses these to plan effectively for children's next steps in learning. n The childminder acts as a positive role model and sets clear boundaries for children to follow. This helps them to manage their feelings and behaviour effectively. n The childminder keeps children safe at all times. She conducts daily risk assessments to ensure the premises and resources are safe and suitable for children. n The childminder does not consistently seek precise and detailed information from

p.1

This provision is good

parents when children first start, to help maximise children's learning at the earliest opportunity. n The childminder has not fully considered ways of raising children's awareness of similarities and differences, for example, with regard to different families, communities and traditions.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n strengthen partnerships with parents and seek detailed information on children's current abilities when they first start, to maximise their learning at the earliest opportunity n extend support for children to learn about families, cultures and traditions beyond their own experience.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises and reviewed the resources with the childminder. n The inspector observed the childminder and children during their activities and discussed her observations with the childminder. n The inspector held discussions with the childminder and children throughout the inspection. n The inspector looked at a range of documentation, including policies and procedures, risk assessments, and the children's learning and assessment records.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder supervises children vigilantly. She knows the signs to look out for and whom to report them to, should she have any concerns about the welfare of a child. The childminder reflects on her practice well. She seeks the views of parents and children to help maintain good standards and drive further improvements. The childminder takes positive steps to develop her skills. For example, recent training has re-enforced her knowledge and understanding of the signs that may suggest children and their families are potentially at risk from extreme views and ideas. The childminder monitors children's progress effectively and closes any gaps in their learning. She provides parents with information on their child's progress daily. Parents comment positively about the care that the childminder provides.

p.3

Quality of teaching, learning and assessment is good

The childminder follows children interests and provides a range of activities that motivates their play. For instance, children press buttons and turn handles to investigate how things work. The childminder interacts positively with children and makes good use of opportunities to challenge their learning. For instance, she encourages them to think about what might happen when they mix colours together. Children use a range of equipment to make marks and express their ideas. This helps to build on their early writing skills. Children use their imaginative skills well. For example, they take on different roles, pretending to feed and care for animals.

p.3

Personal development, behaviour and welfare are good

Children are confident to ask for help from the childminder when they need it. They respond well to the praise they receive for their achievements and gain good levels of self-esteem. The childminder successfully supports children's physical skills. For example, children enjoy daily trips to local parks and play areas. Children develop an understanding of how to keep themselves safe. For example, they learn about road safety and take part in emergency evacuation drills. The childminder provides children with healthy foods and snacks. She talks about foods that are good for their bodies and that help them grow. This contributes to their good health.

p.3

Outcomes for children are good

Children make good progress in their development. They are polite, friendly and confident around adults. Children have many opportunities to develop their independence. They listen to and follow instructions and know their routines well. Children learn to express themselves successfully. For instance, they play musical instruments and enthusiastically dance to music. Children are developing the key skills they need for school. They are motivated to learn and show good levels of involvement.

p.3

Setting details

Unique reference number EY339791 Local authority Surrey Inspection number 10083462 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1 Date of previous inspection 20 October 2014

p.4

Registers

The childminder registered in 2006 and lives in Woking, Surrey. She works Monday to Friday from 8am to 6.30pm, for most of the year. The childminder holds an appropriate home-based childcare qualification.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5