Childminder EY540593

Inspection date 10 January 2019 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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This provision is good

n The childminder supports children to develop social skills, including the ability to engage in conversation and to listen to each other. She successfully teaches children to share and to work together as a team. n The childminder understands the progress children make and where she can move them forward. She plans carefully to build on what children can do and targets their next steps in learning closely in her interactions with children. She includes parents in the assessment process and has a wide view of children's achievements and interests. n The childminder evaluates her practice to ensure children's developmental needs are being met. She reflects on the success of the activities she completes with children and builds from this to improve the outcomes for children. n Children make good progress from their starting points and achieve the typical outcomes for their ages. They become confident and self-assured.

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This provision is good

n The childminder does not consistently allow children opportunities to establish and develop their own ideas. n While the childminder provides children with healthy snacks and meals, she does not provide enough support for children to make healthy choices in the future.

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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 allow children more opportunities to develop, consider and express their own ideas n help children to develop their understanding of how to make healthy food choices.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and outdoors. n The inspector talked with the childminder and children at appropriate times throughout the inspection. n The inspector looked at children's assessment records. n The inspector checked evidence of the childminder's qualifications and her suitability checks. n The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands how to recognise if a child's welfare is at risk and knows what action to take to protect children if a concern arises. The childminder actively enhances her professional knowledge and skills. For example, she makes sure that her understanding of how to ensure children's well-being is thorough and she carries out research to enable her to form effective policies and procedures. The childminder works in close partnership with parents and with staff in the other settings that the children also attend to ensure continuity of care. She receives useful information from parents, which she uses effectively to plan personalised learning opportunities for children.

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Quality of teaching, learning and assessment is good

The childminder understands children's interests very well and plans activities which relate to these. For example, when children enjoy looking at natural objects, they collect them on walks and use them in their play. The childminder makes activities enjoyable and energetic. She uses children's favourite things to promote learning. For example, when children use bicycles and cars, she introduces challenges linked to their favourite fictional characters which encourage them to move further and faster. The childminder use resources such as toys and books to help children understand that differences exist between people and to challenge gender stereotypes.

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Personal development, behaviour and welfare are good

Children feel safe and secure in the setting. They play games and laugh together with friends and the childminder with whom they have strong relationships. The childminder helps children to develop skills that will help them when they move on to different settings, such as school. Children develop independence, and they learn to get ready for outdoor play by themselves. The childminder offers children a wide range of experiences to help them feel confident in different situations. She supports the development of confidence effectively. For example, she ensures children understand what they have done well and helps them to feel proud of their achievements.

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Outcomes for children are good

Children develop skills to support them in their future learning. They use tools to make marks with developing control, and they develop their hand strength when squirting icing onto cakes or painting with water and brushes. Children demonstrate early counting skills. They count the bugs they find in the garden. Children benefit from frequent physical exercise and have good opportunities to develop control of their bodies. For example, they enjoy catching and throwing balls. Children concentrate well and take on challenges with great focus. For example, they show determination to score goals by rolling balls down slides and getting them past the childminder. They repeat this over and over. Children develop speech well. They enjoy joining in with songs and rhymes and communicate effectively.

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Setting details

Unique reference number EY540593 Local authority Surrey Inspection number 10079890 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 - 3 Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in South Nutfield, Surrey. She operates all year round, from 8am to 6pm from Monday to Friday, except for bank holidays and family holidays.

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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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