Childminder 120500

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 effectively with other settings children attend. This helps her to provide a consistent approach, such as using the same strategies to support children's behaviour. n The childminder works well with her co-childminder. For instance, they constantly reflect on and review any changes in guidelines or early years practice effectively. This helps them keep their knowledge updated. n The childminder knows each child well and adapts her practice to suit their individual needs. Children are happy and confident. n The childminder provides a variety of resources to help children learn about modern technology and how things work. For example, children enjoy using large phones with buttons and musical books. n Children form warm and secure attachments to the childminder. She provides encouragement to help them choose their own activities. Children are motivated to learn. n Children begin to learn the skills they need to help prepare them for school. For

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This provision is good

example, they gain independence and learn how to put their boots and coats on. n The childminder does not fully extend children's understanding of diversity, to successfully challenge any stereotypical views. n The childminder does not consistently make the best use of all opportunities, to support children's early understanding of mathematics, including shape and size.

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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 provide further challenge to children's understanding to help them embrace differences and develop their awareness of equality and cultural diversity n extend children's mathematical development, in particular to support their understanding of shape and size.

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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 account of the written views of parents. n The inspector sampled documentation, including the childminder's planning for children's learning and development, 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

Safeguarding is effective. The childminder has a good understanding of the signs that a child may be at risk of harm and knows what to do if she has any concerns. She has good partnerships with parents and uses a variety of ways to share information about children, including their development. This helps to provide consistency in children's care and learning. The childminder has completed training to build on her professional knowledge. She is now better able to support children with special educational needs and/or disabilities. Since her last inspection, the childminder has provided parents with more opportunities to share their ideas and views of her provision. This helps her develop the quality of her setting further. She has also offered greater opportunities for all children to explore and use their imaginations even further during everyday activities, to strengthen their creative abilities.

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Quality of teaching, learning and assessment is good

The childminder supports children to develop their creativity. She celebrates their artwork, including displaying it within the environment. For example, children create monster trucks and proudly exhibit them. The childminder effectively supports children's language development during play and routines. For example, she repeats back words they say to show them how to pronounce and use words correctly. The childminder asks questions to help children begin to think for themselves. For instance, when it suddenly goes dark she asks them 'what do you think has happened to the sun?' The childminder teaches children about the different seasons, including how fruit and vegetables grow. Children use puzzles and books and other resources along with the garden to explore a recent snowfall. Children learn about the natural world effectively.

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Personal development, behaviour and welfare are good

The childminder acts as a positive role model. She helps build children's self-esteem and consistently acknowledges their good behaviour. She is able to effectively meet the needs of children in her care. They are encouraged to choose activities and make good progress. The childminder teaches children to value and develop an understanding of disability. For instance, she explains to them how some people need to use wheelchairs or crutches to help them walk.

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Outcomes for children are good

Children learn how to share and take turns, and they play well together. They are developing a good awareness of how to manage their own behaviour and are beginning to be aware of the needs of others. For example, a child gets a toy for another one during play. Children's physical skills develop well, for instance, as they play outside on large equipment. Children use a variety of resources to practise their early writing skills. For instance, older children learn to write their names and use stencils while younger children make marks on paper with pens, pencils and crayons.

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Setting details

Unique reference number 120500 Local authority Surrey Inspection number 10066249 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 1999 and works with a co-childminder. She lives in New Haw, Addlestone, Surrey. The childminder operates Monday to Friday from 8am to 5.30pm, for most of the year. She holds a relevant level 3 qualification. 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

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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