Tuite, Helen Mary

Inspection date 5 February 2019 Previous inspection date 13 July 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 provides children with a warm, welcoming environment and responds to the individual needs of children well. Children develop strong bonds with the childminder and behave well as they play happily together. n The childminder knows children well and uses her accurate observations of children's learning to monitor the progress they make. She plans activities that engage them in play and provide appropriate challenge. Children make good progress from their starting points. n Partnerships with parents are good. Children benefit from the childminder's well- established relationships with parents, which promotes the ongoing continuity of care and learning. Parents speak positively about how the childminder promotes children's social development. This helps children to gain skills that prepare them well for the next stage in learning, including school. n The childminder evaluates her practice and considers the views of parents. She

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This provision is good

identifies areas of her provision to develop and seeks to improve the experiences for children. For instance, she has made improvements to how children access toys and resources independently to enhance their self-chosen play. n The childminder does not always make the most effective use of her assessments to focus more precisely on what children need to learn next to help them make the best possible progress. n The childminder has not considered how she can gain skills and knowledge that will be the most useful in helping her support the children she has attending to make the best possible progress.

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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 enhance planning even further and focus more sharply on children's next steps in their learning and development n focus professional development more precisely on gaining skills and knowledge that can be used to enhance the support for individual children's learning, based on their particular needs.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke to children and the childminder at appropriate times during the inspection. n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector took account of the views of parents, provided on the day of the inspection. n The inspector checked evidence of the suitability of the childminder and looked at a selection of children's records and safeguarding procedures, and discussed the childminder's self-evaluation process. n The inspector had a tour of the parts of the childminder's home that she uses for the care of children.

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Effectiveness of leadership and management is good

The childminder successfully implements a varied range of policies and procedures to help maintain children's safety and welfare. For instance, she has completed suitability checks for household members over the age of 16 years. Safeguarding is effective. The childminder has a good understanding of her roles and responsibilities in keeping children safe, including from extreme views or behaviours. The childminder takes a proactive approach to keeping up to date with local child protection procedures. She makes good use of new knowledge she gains from training to know what action she would take if she had concerns about a child. The childminder is committed to providing a good-quality provision for children. She successfully identifies children's interests and skilfully uses these to ensure activities are engaging and accessible for all children. This helps to ensure that outcomes for all children are good.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She is skilled at adapting play and activities to suit children of different ages and abilities. For instance, as children take part in song time, younger children enjoy pressing the keys on the piano as they experiment with the sounds they can make. The childminder captures this opportunity to teach older children about different parts of their bodies as they join in with an action song. Children enjoy choosing toys that capture their individual interests, as the childminder skilfully adds resources to extend their learning and provide extra challenge. For instance, as children choose to play with 'toy money' the childminder provides children with real coins and talks about the numbers on each coin as children compare these.

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Personal development, behaviour and welfare are good

Children enjoy positive, warm relationships with the childminder. Effective settling-in arrangements ensure that children's emotional well-being is supported from the start. Children respond positively to the childminder's gentle encouragement and praise and are kind and considerate of each other's needs. For instance, older children recognise when younger children may want an extra snack and quickly share with them. They learn to recognise and respond to their friends' needs with genuine kindness. The childminder provides a variety of opportunities for children to learn about the wider community. For instance, they attend local toddler groups, the library and enjoy opportunities to gain fresh air and exercise as they play with their friends.

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Outcomes for children are good

All children show growing confidence and motivation to learn in the childminder's care. They gain skills that prepare them well for their future learning. Younger children gain good physical skills. For instance, they walk confidently and are able to feed themselves independently and drink from beakers. Older children recognise some familiar numbers and colours and concentrate well with activities that interest them. For instance, they use resources such as puzzles, and develop their small-muscle skills as they work out where the pieces go.

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Setting details

Unique reference number 121313 Local authority Surrey Inspection number 10066258 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 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 13 July 2016

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Registers

The childminder registered in 1999 and lives in Hindhead, Surrey. She operates all year round from 8am to 6pm, Monday to Friday. The childminder is registered to receive funding to provide free early education for two-, three- and four-year-old children.

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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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