Childminder in Surrey

Inspection date 7 February 2019 Previous inspection date 28 January 2016

p.1

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

p.1

This provision is good

n The childminder evaluates and reflects on her practice well and considers both the children's and parents' views when evaluating her setting. n The childminder provides a safe, warm and welcoming environment. Children flourish and are keen to learn. n Children are motivated to learn. The childminder is very successful in supporting children's emotional development. They develop independence and confidence. The childminder prepares children well for their future learning. n The childminder supports children's developing self-esteem effectively. For example, she offers them cuddles and praises them. n The childminder has a good understanding of children's unique needs. She provides a variety of activities that support children to make good progress in their learning. For example, young children were fascinated and engaged by a bubble activity. n The childminder does not consistently obtain sufficient information from parents about

p.1

This provision is good

their children's existing abilities in order to track their progress accurately right from the start. n Occasionally, the childminder misses opportunities to extend children's emerging early writing skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n make the most of all opportunities to build on children's emerging pre-writing skills n strengthen ways to obtain initial information from parents about children's prior learning to precisely track their progress right from the start.

p.2

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 a child. n The inspector conducted a joint observation with the childminder and held discussions about children's development and progress. n The inspector sampled documentation, including planning, children's development records, policies and procedures.

p.2

Effectiveness of leadership and management is good

The childminder has a good relationship with parents and other professionals. For example, she has shared strategies about sleep routines and children's behaviour, which helps with continuity in their care, learning and development. Safeguarding is effective. The childminder knows what to do and who to contact if she is concerned about a child's welfare. She makes good use of opportunities to develop her skills. For example, she has completed training which has helped her to better understand the different ways in which children learn. This has had a positive impact on her practice. Since the last inspection, the childminder has strengthened opportunities for children who enjoy outdoor play, to further enhance their enjoyment and learning experiences. She has also increased children's knowledge of the similarities and differences between people, to strengthen their awareness of diversity.

p.3

Quality of teaching, learning and assessment is good

The childminder follows children's interests well. During the inspection, she read a favourite book to a child, pointing to the different textures, such as smooth, bumpy, rough and shiny, and encouraging the child to feel them. She showed the child how to turn the pages. She asked questions and supported the child to use all their senses while she read. The childminder extends learning effectively. She has a variety of toys, equipment and resources. For example, toys with buttons help children to understand how things work. The childminder encourages the development of young children's speech effectively. For example, she helps babies begin to imitate speech sounds, listens intently when they babble and talks back in response.

p.3

Personal development, behaviour and welfare are good

The childminder supports children's good health. She shares information about healthy eating options with parents and introduces fun ways for young children to enjoy healthy foods. For example, she explains to children that carrots are a 'super hero' food which can help you can see in the dark. The childminder empowers children to make healthy choices and they begin to understand the positive effects food has on the body. The childminder's home is well organised and welcoming. Children benefit from a well- planned playroom. For example, they can make easy choices from the good variety of play materials. The children have warm and secure attachments to the childminder.

p.3

Outcomes for children are good

Children make good progress. They have lots of opportunities to develop their physical skills. Children learn about the world around them well. They learn to take turns and share. Children learn to express themselves well. For example, during a music session, a baby rocked to the different sounds. Children learn good communication and language skills, including when they learn nursery rhymes and action songs. Children have lots of opportunities to develop their awareness of early mathematics; for instance, the childminder introduces numbers, shapes and counting at every opportunity.

p.3

Setting details

Unique reference number EY431162 Local authority Surrey Inspection number 10074852 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - Total number of places 6 Number of children on roll 1 Date of previous inspection 28 January 2016

p.4

Registers

The childminder registered in 2011. She lives in Warlingham, Surrey. She operates Monday to Friday from 7.30am to 6.30pm, for most of the year. The childminder has Early Years Teacher Status.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5