Childminder in Surrey

Inspection date 11 February 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 evaluates the provision well. She is clear about her strengths and ways to improve children's outcomes. For instance, she plans on making the already interesting outside play area even more exciting for children to enjoy. n The childminder develops good relationships with parents. Parents report that the childminder is 'excellent' in keeping them up to date with their children's progress. The childminder also works closely with other settings children attend. These positive partnerships provide continuity of children's care and learning. n The childminder observes and assesses children's learning well. She plans what children need to do next to support their development and to help them make good progress. The childminder closely tracks children's progress to ensure that any gaps are identified and swiftly acted upon. n The childminder supports children's personal needs and emotional well-being

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This provision is good

effectively. At the start of the placement, she closely follows their home routines to help them settle quickly and form close attachments with her. n The childminder does not consistently make full use of all opportunities to extend children's understanding and awareness of mathematical concepts, such as shape, space and measure. n The childminder does not make the most of opportunities to extend children's understanding of the importance of hygiene, to further support their good health.

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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 increase opportunities and support to help further extend children's mathematical understanding and awareness n make more effective use of opportunities for children to learn about the importance of good hygiene.

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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 took account of the views of parents through reading the written feedback provided. n The inspector held a number of discussions with the childminder. She looked at a selection of relevant documentation. n The inspector spoke to children during the inspection. n The inspector and the childminder jointly observed and evaluated the effectiveness of an activity together.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder's knowledge of child protection matters is secure. She is confident about who she would report any concerns to about a child's welfare. The childminder is vigilant about children's safety, in her home and during outings. She has a wide range of policies and procedures that she implements and shares with parents. The childminder makes effective use of online professional groups and peer support from other childcare professionals to keep up to date with good practice. She takes into account feedback from parents and adapts her service to meet their wishes.

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Quality of teaching, learning and assessment is good

The childminder provides a good range of toys to stimulate children's curiosity as they play. For example, children enthusiastically dig in the sand to discover dinosaur bones hidden in the sand tray. The childminder encourages children to use a range of different size brushes to enable them to fully study what they find. The childminder gives good commentary to children's play so that they are learning new vocabulary all the time. She skilfully uses their ideas and suggestions to plan future activities that follow their interests. This motivates children to learn.

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Personal development, behaviour and welfare are good

Children have positive relationships with the childminder and show confidence as they freely move around, selecting toys and resources they want to use. They are happy and confident in the childminder's care and form strong emotional attachments to her. The childminder supports children in understanding about healthy eating. She is attentive to children and provides them with nutritious snacks and drinks. Children have daily opportunities for outdoor play and physical exercise. Regular trips to local community groups help to support children to develop their social skills and their understanding of the world around them. Children are taught how to keep themselves safe. For instance, they demonstrate how to hold scissors carefully when they are cutting sticky tape.

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Outcomes for children are good

Children are engaged learners who are eager to try new experiences. Their behaviour is good and they play alongside each other, learning to share and negotiate. Children learn to manage a range of tasks competently to build their independence. For instance, they dress themselves ready for outdoor play and help to tidy toys away. Children enjoy making their own discoveries and decide that they need glue and not tape to add glitter to the model birthday cake. Children are developing the skills needed for the next stage of learning, including school.

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Setting details

Unique reference number EY544758 Local authority Surrey Inspection number 10092695 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 2 - 7 Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Staines-upon-Thames, Surrey. She operates Monday and Friday from 8am to 6pm for most of the year. The childminder is a qualified primary school teacher.

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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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