Childminder EY261510

Inspection date 28 January 2019 Previous inspection date 2 February 2016

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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 The childminder works well with her co-childminder. For instance, they regularly reflect on and review each other's practice and keep up to date with new requirements effectively. n The childminder monitors and tracks children's development well. She identifies any gaps in learning and works with parents and other professionals to implement an improvement plan. n Children learn good hygiene practices. For example, an older child demonstrates to a younger child how to put their hands over their mouth to prevent cross-contamination of infection when coughing. n The childminder has good partnerships with parents and shares strategies to help with continuity of children's learning. n The childminder has a variety of toys, equipment and resources. For example, toys with buttons help children to understand how things work. n On occasions, the childminder does not allow children sufficient time to respond to the

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This provision is good

questions she asks, to help develop their thinking and problem-solving skills. n The childminder does not always support children in developing their early mathematical skills as effectively as possible.

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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 time to answer questions and to solve problems, to develop their thinking and learning skills further n improve opportunities for children to develop their early mathematical skills, including knowledge of numbers during play.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the premises used for childminding. n The inspector observed the childminder interacting with the children. n The inspector took into account the written views of parents. n The inspector sampled documentation, including planning, children's development records, policies and procedures. n The inspection spoke with the childminder at convenient times during the inspection.

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Effectiveness of leadership and management is good

The childminder evaluates her professional development effectively. For example, after attending training she now has a better understanding of how to support children who learn in different ways. She knows the children well and plans activities that follow their interests. Children are motivated to learn. Safeguarding is effective. The childminder knows what to do and who to contact if she has a concern about a child's welfare. Since the last inspection, the childminder has strengthened opportunities for parents and carers to share their views, to help develop practice and further improve children's experiences. She has also provided more opportunities for children to listen to and join in with stories, to help develop their early reading skills.

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Quality of teaching, learning and assessment is good

The childminder extends learning well. She explains how a mayor is a very important person who wears a big medal and how a festival is a place where you would find music and stalls. She tells children how a boiler is hot and makes the steam that comes out of a funnel on a train. The childminder teaches children about the world around them well. For instance, they learn how rocks and clay come from a quarry. The childminder adapts her practice to suit children's individual needs. For example, she engages younger children by using gestures and extends vocabulary by adding words for older children.

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Personal development, behaviour and welfare are good

The childminder supports children's developing self-esteem effectively. For example, she offers them cuddles, praises them and promotes their emotional well-being. Children develop a range of practical skills and enjoy the world through a wide variety of interesting experiences. For example, they go for for walks to the park and to the local shops to help develop their physical and social skills. The childminder teaches children about where food comes from. For instance, children learn that chickens lay eggs and milk comes from cows. They learn how some people have allergies and cannot drink cow's milk as it upsets their tummies, so may drink goat's milk instead. The childminder teaches children how to manage their own safety and risk well. For example, children learn to sit properly on a chair and know how to safely cross a road.

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Outcomes for children are good

Children learn about different cultures and diversity successfully through a variety of resources. They explore through books, dressing-up and role-play resources. Children learn to be respectful of others and their beliefs. They learn to take turns and play well together. Children have lots of opportunities to develop their physical skills. For example, they run in the large garden and play on a variety of equipment, such as swings and slides. All children make good progress from their starting points.

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Setting details

Unique reference number EY261510 Local authority Surrey Inspection number 10073208 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 6 Number of children on roll 8 Date of previous inspection 2 February 2016

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Registers

The childminder registered in 2003. She works from the home of another registered childminder in New Haw, Surrey. The childminder operates Monday to Friday, from 8am to 5.30pm, for most of the year. She holds a qualification at level 3. The childminder receives funding for the provision of free early education for children aged two, three and four 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

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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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