Mead, Rachel

Inspection date 4 March 2019 Previous inspection date 2 December 2015

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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 Children are happy, well settled and have a positive sense of belonging. They form strong attachments to the childminder, who knows them well. She meets children's emotional and physical needs effectively. n The childminder completes regular observations of children and monitors their progress well. She uses the information she gathers from assessments to identify what children need to learn next. n Children interact well with others and concentrate successfully during activities. For example, as they draw pictures of their faces, they talk about their similarities and differences, such as having different coloured eyes. n The childminder has developed positive relationships with staff at other early years settings children attend. These communications promote good continuity of care and learning to help meet children's needs successfully. n Children develop the skills they need to prepare them well for future learning, such as

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This provision is good

at pre-school and school. They show a clear motivation to learn and develop and are confident in their abilities. n Occasionally, the childminder does not make the most of opportunities to ask questions in order to help extend children's language. n The childminder does not always plan activities as well as she could, in order to ensure that children remain interested and fully engaged.

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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 strengthen the use of skilful questioning to extend and challenge children's language development n plan adult-led activities more precisely to sustain children's interest to a higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed relevant documentation, including evidence of paediatric first-aid training and public liability insurance. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children, and how she monitors their learning and development. n The inspector observed the interactions between the childminder and children and considered the impact on their learning. n The inspector considered comments from parents and took their views into account. n The inspector discussed the self-evaluation process with the childminder.

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Effectiveness of leadership and management is good

The childminder is committed to her role and her ongoing professional development. She makes good use of online training and shares ideas with other professionals to help give her a deeper understanding of how to support children's learning. She has developed a good relationship with parents and seeks their views to help improve her practice. Since her last inspection, she has improved the way that she shares information with parents, so that they feel fully engaged and can contribute to the monitoring of their children's progress. The arrangements for safeguarding are effective. The childminder attends relevant training and is aware of the procedures to follow if she has a concern about the well-being of a child.

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Quality of teaching, learning and assessment is good

Children enjoy the time they spend outdoors. They show high levels of imagination as they play alongside others. For instance, they create a beach by putting sand onto the paving and use pots and pans to make sandcastles. The childminder uses these spontaneous interests to help children to develop new skills, such as showing toddlers how to make sandcastles and encouraging older children to count how many sandcastles they have made. The childminder successfully supports children's literacy development. For example, they join in with stories and make links to their personal experiences, such as going swimming with their parents.

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Personal development, behaviour and welfare are good

The childminder supports children in a safe and secure environment. Children benefit from daily fresh air and exercise. For instance, they play in the childminder's well- resourced garden and visit local parks and playgrounds. They understand the importance of leading a healthy lifestyle, such as making healthy food choices and following robust hygiene practices. Children show high levels of independence as they complete simple tasks, such as helping to dress for outdoor play and completing personal care routines. The childminder successfully helps them to understand rules and boundaries, such as being kind and caring to others. As a result, children behave well and form positive relationships with other children.

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Outcomes for children are good

Children make good progress in their learning. They are confident and self-assured. They enjoy listening to stories and accurately predict what might happen next. They demonstrate friendly behaviour and accept the needs of others, such as the importance of sharing and taking turns. During role play, they show high levels of imagination as they use the available resources to recreate their own thoughts and ideas. For example, they use a tape measure as a dog lead and pretend to take a dog for a walk.

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Setting details

Unique reference number EY408512 Local authority Surrey Inspection number 10066212 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 2 December 2015

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Registers

The childminder registered in 2010. She lives in Sunbury-on-Thames, in Middlesex. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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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