Childminder in Surrey

Inspection date 13 March 2019 Previous inspection date 8 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 has high expectations for children. She is very caring and attentive and supports the needs and routines of all children in her care. n Children have strong and secure bonds with the childminder and her assistant. The childminder uses the initial information she gains from parents to help children to settle quickly and build a strong sense of belonging. n The childminder provides a very stimulating learning environment. She plans many experiences to build on children's play and to help them to become even more curious and inquisitive about the world around them. n Children progress well. The childminder sharply tracks and monitors children's development, to help her to quickly identify gaps in their learning. She also uses this information to provide further challenges. n Partnerships with parents are very well established. The childminder consistently involves them in all aspects of their children's development. Parents comment on the

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This provision is good

excellent provision and the abundance of outdoor play that their children have. n The childminder is reflective and uses self-evaluation well to constantly raise the quality of the care she provides. She seeks the opinions and views of parents and children to help her to inform areas for change. Older children like to write down their own thoughts to help the childminder to follow their interests in her planning. n The organisation of resources, both indoors and outdoors, does not fully support much younger children to make their own choices in their play.

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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 review the organisation of resources for much younger children in both the indoor and outdoor learning environments, to help them to make their own choices in their play.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke with the childminder, her assistant and the children at appropriate times throughout the inspection. The inspector also discussed the arrangements for the safeguarding of children and the reporting procedures. 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. n The inspector sampled a range of documentation, including recruitment procedures, suitability checks, policies and procedures and children's developmental records. n The inspector observed the interaction of the childminder, her assistant and the children, and the impact the teaching has on children's learning and development. n The inspector spoke to the childminder about her professional development, how she plans for the development of her assistant and how she evaluates her provision.

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Effectiveness of leadership and management is good

The childminder has worked well towards the recommendations from her last inspection. For example, she provides many activities for children to explore in sensory play, to build on their learning. The childminder uses robust recruitment procedures to ensure the suitability of her assistant, who works directly with the children. Safeguarding is effective. The childminder and her assistant have a secure knowledge of how they would identify potential signs of abuse and the procedures they would use to report any concerns. This helps to protect the welfare of children. The childminder plans well for her professional development and for that of her assistant. For instance, a recent course has helped them to remain highly vigilant to any changes in safeguarding responsibilities. The childminder has good partnerships with other childminders in the area, to share ideas and resources.

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Quality of teaching, learning and assessment is good

The childminder and her assistant closely observe children's learning to quickly adapt their practice, to fulfil their changing interests and capabilities. Children are supported well to build on their early mathematical skills. For instance, babies learn to count objects as they play. Older children learn about positional language as they use tweezers to transfer coloured items into containers. The childminder places a lot of thought and time into the activities she provides, to help children to increase their literacy and communication skills. Children enjoy reading their favourite books and using story stones that depict the sequence of the tale, to build on their memory and recall skills. Babies learn to repeat words and sounds as they sing songs and move their bodies in time to the music. Older children have lots of time to respond to more challenging questions, to use their own views.

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Personal development, behaviour and welfare are good

Children behave well. The childminder and her assistant are good role models who consistently help children to learn about acceptable behaviour and boundaries. Children are kind and patient with each other and are forming close friendships. They receive constant praise and this helps them to gain confidence and self-esteem in their abilities. Children venture on many outings in the community to help them to learn about the similarities and differences in the wider world around them. They are encouraged to build early independence in their own self-care skills and show perseverance in trying to complete tasks by themselves.

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Outcomes for children are good

Children are making good progress from their captured starting points. They are gaining the necessary skills they require for the next stages in their future learning. Children enjoy lots of outdoor play to support their physical development. For example, they enjoy digging for vegetables in the garden and jumping on stepping stones to learn how to negotiate space and their balance. Children can express their own needs and wants with ease.

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Setting details

Unique reference number EY457212 Local authority Surrey Inspection number 10075345 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 - 6 Total number of places 12 Number of children on roll 11 Date of previous inspection 8 March 2016

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Registers

The childminder registered in 2013 and lives in Redhill, Surrey. She works all year round from 7.30am to 6pm, apart from planned family holidays and bank holidays. The childminder 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

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