Grealish, Joanne Louise

Inspection date 7 March 2019 Previous inspection date 15 June 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 makes good use of professional development opportunities to enhance her skills and to improve the outcomes for children. For example, she has developed useful strategies to support children's language development effectively, including helping them pronounce sounds accurately. n The childminder successfully promotes positive behaviour and helps children learn how to manage their feelings. For instance, she uses a special-helper system successfully and children get great pleasure out of helping others. n The childminder establishes strong relationships with parents through which she involves them greatly in children's learning. She finds out from parents what children enjoy at home and discusses how they can best meet children's developmental needs. n The childminder provides children with great opportunities to develop positive attitudes towards nutritious foods. For example, children enjoy growing, harvesting and cooking

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This provision is good

with fruits and vegetables. They frequently engage in cooking activities making nutritious meals, such as Spanish omelette or a fruit smoothie. n Children make good progress from their starting points. They achieve the typical outcomes for their ages. n The childminder does not consistently use her good understanding of children's personal interests to ensure they remain interested and engage fully in the activities on offer. n At times, the childminder leads creative activities and does not enable children to express themselves creatively.

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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 make better use of children's interests when planning activities in order to enhance further the extent that children engage and concentrate n offer children more opportunities to express themselves creatively.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and outdoors. n The inspector talked with the childminder and children at appropriate times throughout the inspection. n The inspector looked at children's assessment records. n The inspector checked evidence of the childminder's qualifications and of her suitability checks. n The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands well how to identify if a child's welfare is at risk. She understands the procedures she should follow in the event of a concern. The childminder works with another childminder and together they use honest evaluations of practice and children's progress to assess how they can improve the outcomes for children. For example, the childminder noticed children needed more support to help them feel confident when speaking in groups and introduced effective activities to encourage this. She has established good partnerships with the staff in the other settings that children attend. She uses these effectively to understand how she can support children's learning and to ensure continuity in their care.

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Quality of teaching, learning and assessment is good

The childminder uses good teaching skills to support children's development. For example, she reads stories with enthusiasm and a lot of expression. She questions the children, who show a great enjoyment of the stories, to test their understanding. The childminder encourages and praises children warmly when they tackle challenges, such as completing a tricky puzzle, to support the development of their self-confidence. She shows skill in bringing early literacy into activities. This includes pointing to signs in the pictures children look at and helping them to work out what the words say. Children understand that text carries meaning. The childminder understands well the progress children make and knows where children's priorities for learning lie.

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Personal development, behaviour and welfare are good

The childminder has strong relationships with the children. They laugh and joke together as they play and learn. She supports children well to develop good social skills. This includes encouraging them positively to wait their turn when they play games, such as hop scotch. The childminder ensures children are well prepared for when the time comes to move on to school or a different setting. For example, she talks to them about the change and makes it a positive experience. Children develop important skills, including independence. They demonstrate this when they select their own resources and engage in play by themselves. The childminder ensures that children recognise and respect the differences that exist between themselves and others. For instance, children share aspects of their home backgrounds and religious beliefs.

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Outcomes for children are good

The children develop skills to support them in their future learning. For example, they discuss their favourite stories and understand what is happening in them. Some children compare the plots of different stories that include the same character. Children develop their hand strength well and learn how to hold writing tools with control. Children count carefully, pointing to pictures as they count fish in a book. They show good control of their bodies and enjoy the physical challenges they are set. This includes balancing on one leg. They recognise their achievements and feel pride as they re-live them. For example, they look back at videos of themselves jumping from one leg to two and comment on how well they did it.

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Setting details

Unique reference number EY410494 Local authority Surrey Inspection number 10074487 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 4 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 15 June 2016

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Registers

The childminder registered in 2010. She lives in Ewell, in Epsom, Surrey. The childminder works with a co-childminder. The provision operates on Monday to Friday from 8am to 5pm, all year round. The childminder provides funded early years education for three- and four-year-olds.

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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

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Registers

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Registers

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Registers

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