Childminder in Surrey

Inspection date 11 February 2019 Previous inspection date 21 March 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 supports children's understanding of early mathematics well. For instance, children learn words such as 'big' and 'little' and begin to estimate in their play. They learn skills that help them progress well and prepare for the next stage in their learning. n The childminder successfully supports children's developing communication and language skills. For instance, she reads them a home-made photograph book and helps children to recall a past visit to the farm. n Children learn to be independent and manage small tasks on their own. They go to the toilet unaided, put their own boots and shoes on and begin to manage zips. n Children have a close attachment with the childminder and are happy and confident in the safe, warm and welcoming environment. n The childminder has good partnerships with parents, which helps to provide consistency in children's care, learning and development. For example, they work

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This provision is good

together well on ways to improve children's colour recognition. n Sometimes, the childminder does not give children enough time to answer questions and consider and express their ideas fully. n The childminder does not consistently make the best use of professional development opportunities to strengthen her good knowledge and practice even further.

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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 develop further the use of questioning to help fully extend children's learning and encourage them to think for themselves n build on ways to strengthen professional development and raise practice to an outstanding level.

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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 a child. n The inspector took account of the written views of parents. n The inspector sampled documentation, including planning, children's development records, policies and procedures. n The inspector 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 knows what to do and who to contact if she is concerned about a child's welfare. The childminder reflects on her practice well and seeks the views of parents and children to help identify areas to improve. She monitors children's progress, identifies any gaps in learning and effectively puts plans in place to address these. Since the last inspection, the childminder has improved the level of information she receives from parents about children's development at home, when children first start. This has helped her to plan even more precisely for their continued progress. She has also enhanced opportunities for parents to share their ideas and be more involved in evaluating and developing the provision and experiences for children.

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Quality of teaching, learning and assessment is good

The childminder effectively supports children's speech. For example, she talks to children as they play, listens to them and repeats back words. She extends learning well overall, and introduces new vocabulary such as 'tiger' and 'gorilla'. The childminder has a wide variety of resources and children are motivated and keen to learn. She teaches children about the natural world effectively. For example, children learn how bees make honey and how windy weather can make trees sway. She plans enjoyable activities, such as exploring shaving foam and making pom-pom 'cakes'. Children have lots of opportunities to express themselves. They play with musical instruments and dance and move to the sounds they make. The childminder prepares children well for school. She reads books to them and talks to them about starting school and discusses any fears they may have, to support their positive well-being.

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Personal development, behaviour and welfare are good

The childminder has a calm approach and offers children guidance and positive praise. She acts as a good role model and children's behaviour is good. Children quickly learn simple good practices that help keep them healthy and safe. For example, they know to put their hand over their mouth when coughing to stop cross-infection and know they need to wash their hands before handling food. The childminder teaches children about personal risk and safety well. This is evident when children tidy toys on the floor to prevent tripping over them. Children enjoy choosing healthy foods, such as raisins, as part of a healthy lifestyle. They learn that food gives them energy to play and know that it helps to keep them well.

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Outcomes for children are good

Children learn to value one another and treat each other with respect. They learn to share and take turns well. Children enjoy a wide variety of interesting and exciting activities. For example, they explore how tyre tracks make patterns in snow. Children have lots of opportunities to practise their good physical skills and play outside daily. They learn good manners, for example by saying 'pardon' when they do not hear the childminder. Children learn about the importance of technology effectively, such as when using toys with buttons. They make good progress based on their starting points.

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Setting details

Unique reference number 120467 Local authority Surrey Inspection number 10066246 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 5 Date of previous inspection 21 March 2016

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Registers

The childminder registered in 1996 and lives in Addlestone, Surrey. She operates all year round from 7.30am to 6pm, Monday to Thursday, and from 7.30am to 4pm on Friday.

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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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