Childminder in Surrey

Inspection date 10 January 2019 Previous inspection date 6 August 2015

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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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This provision is good

n Children behave well. The childminder acts as a positive role model and sets clear rules and boundaries to guide their positive behaviour. For example, she teaches them how to speak kindly and respectfully to others. n The childminder works well with parents to ensure that she meets the needs of the children. She keeps them informed and involved in their children's learning. Parents comment positively on how their children thrive in the warm and nurturing environment. n The childminder supports children's emerging literacy skills well. Children listen to stories with increasing attention and show an interest in the illustrations. n The childminder successfully helps children to understand the importance of keeping themselves safe. For example, she gently reminds younger children that they must not throw toys as they may harm themselves or others. n Children make good progress from their starting points and develop the skills they will

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This provision is good

need for the future. For example, they listen to what others have to say and follow simple instructions. n At times, the childminder does not recognise some opportunities to extend children's early interest in numbers and counting. n Although children make good progress. The childminder does not track children's overall learning effectively enough to help her to precisely plan for their next steps, and identify any less obvious gaps in their development.

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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 make better use of opportunities that arise to teach children more about numbers and counting n strengthen the assessments of children to help to plan more precisely for their next steps and to help identify any less obvious gaps in their learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact on children's learning. n The inspector viewed the areas of the home used by children. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children, and how she monitors their learning and development. n The inspector sampled written feedback from parents about the childminder's service and discussed with the childminder how she evaluates her provision. n The inspector undertook a joint evaluation of an activity with the childminder.

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Effectiveness of leadership and management is good

The childminder evaluates her provision effectively. Since the last inspection she has introduced more resources, such as remote-control cars, to help children gain a better understanding of technology. Safeguarding is effective. The childminder keeps her knowledge up to date and knows what to do if she has concerns about the well-being of a child. She has developed effective links with other settings that children attend and liaises regularly with them to agree on how to support children's learning.

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Quality of teaching, learning and assessment is good

Children have fun as they interact with the childminder. She provides them with good opportunities to develop their physical skills. For example, they move in a variety of ways, including jumping and hopping, as they play fun games with the childminder. She offers interesting activities to help them to develop their understanding of shape, space and measure. For example, she helps children to recognise different shapes and make links to objects of the same shape in their environment. Children confidently identify that a clock and a pizza are circular, and a rugby ball is an oval shape. The childminder uses children's interest in books to extend their understanding of the wider world. For example, they talk about animals that originate from Africa, and learn how to say the animal's names, in English and in Afrikaans.

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Personal development, behaviour and welfare are good

The childminder successfully promotes children's physical well-being and good health. She encourages them to take part in physical games and activities that provide them with regular exercise. When children become hot, she uses this opportunity to teach them about the impact that exercise has on their bodies. For example, she explains that they need to take a rest and drink to give their body time to recover. Children have good opportunities to develop an awareness of the people in their community and celebrate the differences and similarities between themselves and others. For instance, they sample foods from different cultures and share their individual interests, such as family weddings and cultural celebrations.

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Outcomes for children are good

Children successfully learn a good range of skills that will help them at pre-school and school. They are highly motivated, happy and show good levels of emotional well-being. They have a sound understanding of the behavioural expectations and learn to respect others. Young children show high levels of determination to solve problems themselves. They enjoy recalling their past experiences and talk about familiar events in their lives.

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Setting details

Unique reference number EY387398 Local authority Surrey Inspection number 10066209 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 6 August 2015

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Registers

The childminder was registered in 2009. She lives in Staines, in the London Borough of Surrey. The childminder offers care from 7.15am to 6pm Monday to Thursday. The childminder receives funding to provide free early education children aged three years.

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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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