Childminder EY536273

Inspection date 17 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 is caring and attentive. She builds good relationships with children and the families that she works for. Parents comment positively about the quality of the provision and comment that the childminder is like one of the family. n The childminder has a good understanding of how children learn. She provides a wide range of interesting and challenging activities which children are eager to explore. Children develop the skills they need in readiness for their future move on to nursery and school. n The childminder uses the local area well to broaden the range of learning experiences offered, including visiting playgroups and parks. This also enables children to be more involved in their wider community and to develop an awareness of the world around them. n Children's emotional well-being is supported well by the childminder. They are confident, behave well and display high levels of self-esteem.

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This provision is good

n The childminder does not use does not use assessment well enough to monitor children's progress to precisely identify children's development to provide more tailored teaching and to respond quickly to any gaps in learning. n The childminder has not identified ways to build on her already good practice to develop her practice further, to help support the quality of teaching and children's outcomes at a higher level.

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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 develop the existing monitoring of children's progress to more precisely identify children's development and to respond quickly to any gaps in learning n make better use of professional development to help develop the quality of teaching and children's outcomes even further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation of an activity with the childminder. n The inspector spoke to children during the inspection and took account of the views of parents through written feedback they had provided. n The inspector held a number of discussions with the childminder. She looked at relevant documents and evidence of suitability of persons living in the household.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps her safeguarding knowledge up to date. She has a good understanding of how to recognise and respond to concerns about children's welfare. The childminder understands wider safeguarding issues, including her duty to protect children from extreme behaviours and views that may put them at risk of harm. She carries out risk assessments in her home and takes action to minimise potential risks or hazards. In addition, the childminder closely supervises children to help keep them safe. Overall, the childminder reflects on her practice to identify areas for future developments. She frequently seeks the views of parents and children to help identify strengths and weaknesses, including areas for further improvement. Partnerships with other settings and schools are good. The childminder works successfully with them to meet children's care and learning needs consistently.

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Quality of teaching, learning and assessment is good

The childminder provides a good range of resources and she effectively organises these to support independent play. She teaches children through play well, such as how to solve problems and about numbers and colours. For example, children thoroughly enjoyed playing with a dice as they explored numbers. They used their counting skills and learnt mathematical language, such as 'up, down, bigger' and 'small'. The childminder supports children's communication and language development effectively. She shares books and sings songs to children. Furthermore, she involves children skilfully, modelling conversation and introducing new vocabulary. Young children enjoy playing with small-world toys. They imitate the sounds of emergency vehicles as they pretend to drive them around the playroom.

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Personal development, behaviour and welfare are good

The childminder provides a happy and welcoming environment. Children behave well and form secure and emotional attachments with the childminder. They develop care and respect for the environment, including helping to tidy up. The childminder has a flexible approach to settling children and supports their move to her care sensitively, such as by finding out about their home care routines. She follows children's routines and needs well which supports continuity in their care. The childminder promotes children's physical well-being effectively. For example, she provides healthy snacks and meals and children enjoy plenty of time outside. The childminder teaches the children about traditions, similarities and differences between themselves and others. For example, children learn about a range of festivals, such as Easter and Diwali.

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Outcomes for children are good

Children are making good progress in relation to their stage of development. They show enthusiasm in their learning and are keen to participate in activities with the childminder. Children show confidence in their own ability and thrive on the consistent praise they receive. They learn to use technology, such as enthusiastically pressing buttons on interactive toys and show their excitement when they light up and produce sounds. Children learn to control large and small movements using a a variety of containers and tools to scoop, pour and thread different resources.

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Setting details

Unique reference number EY536273 Local authority Surrey Inspection number 10057163 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 - 4 Total number of places 4 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in West Byfleet, Surrey. She operates from 7.30am to 6pm, Monday to Friday, term time only.

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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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