Childminder EY332192

Inspection date 12 March 2019 Previous inspection date 10 February 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 has good partnerships with parents. She gathers lots of initial information to help her to plan for children's needs and requirements. Parents receive daily feedback and are involved in sharing ideas for the next steps in their children's learning. n Children are happy and content. They show strong bonds with the childminder, who is caring and attentive. Children immediately seek cuddles with the childminder if they are upset. n The childminder helps children to have many opportunities to be physically active. For example, she helps babies to become mobile by setting up the environment to support their first steps and balance. Older children have good access to the well-set-up garden area, to build on new skills. n Children are progressing well. The childminder plans for their development and is quick to adapt her provision to support their changing interests and capabilities. n The childminder is reflective in her use of evaluation. She seeks the opinions and views

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This provision is good

of both parents and children, to help her to identify areas for improvement and change. In a recent questionnaire, parents commented on the very caring attitude of the childminder and the attention and contribution towards each child's individual personality. n The systems used for the tracking and monitoring of children's progress do not place a sharp enough focus on children's learning, to swiftly identify potential gaps. n Occasionally, the childminder does not give children enough time to explore with toys and resources, to help them to persevere and complete tasks.

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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 the systems used for the monitoring and tracking of children's development, to provide a sharper focus on swiftly identifying gaps in their learning n provide children with more time to explore with toys and resources, to help them to learn to persevere and complete tasks.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the areas of the home used for the childminding provision. The inspector took into account the views and comments of parents. The inspector also spoke directly with a parent. n The inspector sampled a range of documentation, including suitability checks, and policies and procedures. n The inspector observed the interaction of the childminder and the children, and the impact the teaching has on their learning and development. n The inspector spoke with the childminder at appropriate times throughout the inspection. The inspector also discussed the arrangements for the safeguarding of children and the childminder's reporting procedures. The inspector also held a discussion about safeguarding with the childminder's assistant. n The inspector also spoke to the childminder about her professional development and how she evaluates her provision.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of how she would identify signs of abuse and the procedures she would use to report any concerns for a child's welfare. She continuously updates her knowledge to help her to remain highly vigilant in the protection of the children in her care. The childminder uses good risk assessments that she reviews and adapts as required, to provide a safe environment both indoors and outdoors for children. She shares ideas and suggestions with other childminders. They plan outings and attend playgroups together to widen children's social experiences. The childminder follows robust recruitment procedures for assistants who occasionally work with her, and assesses their ongoing suitability to work directly with the children.

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Quality of teaching, learning and assessment is good

Overall, the childminder has a good understanding of how children learn at different rates. She successfully supports children's increasing communication and language skills. For instance, she introduces new words and sounds, which very young children repeat to show their rising vocabulary. Children explore with toys that help to build on their early mathematical skills. For example, they build towers with coloured blocks and place glittery bangles onto a stand to develop their coordination. The childminder provides many books and sings songs with the children to support their early literacy development. Children explore with jigsaws to try to operate various snips and padlocks, to support their problem-solving skills.

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Personal development, behaviour and welfare are good

The childminder is a good role model who helps children to learn about acceptable behaviour and boundaries. She provides explanations to help them to learn to play and share well with others. They go on many outings in the community and frequent walks to the park, and these help them to explore the wider world around them. Children display a good sense of belonging and they receive praise and encouragement to help them to build on their confidence and self-esteem. Children are starting to listen and follow instructions. For example, they place toys into the baskets as they become involved in a tidy-up song. The childminder provides children with nutritious meals and snacks to help them to gain an early awareness of the importance of making healthy choices.

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Outcomes for children are good

Children make good progress. They are keen and motivated learners who are constantly busy investigating the learning environments. Children become enthusiastic as they use many different musical instruments and move their bodies in time to music. They are gaining the necessary skills for the next stage in their learning.

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Setting details

Unique reference number EY332192 Local authority Surrey Inspection number 10073649 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 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 10 February 2016

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Registers

The childminder registered in 2006. She lives in Reigate, Surrey. The childminder has a childcare qualification at level 6 and cares for children between 7.30am and 6pm each weekday, all year round. The childminder occasionally works with an assistant.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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