Childminder in Surrey

Inspection date 3 April 2019 Previous inspection date Not applicable

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not identify children's starting points. She does not use her observations of children's learning to assess the stage of their development. As a result, planning is not accurate enough to help children settle quickly and ensure their learning is well supported over time. n The childminder provides some opportunities to help children learn about their own and other people's cultural backgrounds. However, opportunities are not fully used to extend children's understanding of similarities and differences between themselves and others. n Self-evaluation is not effective. Weaknesses in practice are not routinely identified and addressed quickly enough to enable improvement, or to improve the quality of teaching and outcomes for children.

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It has the following strengths

n The childminder is warm and nurturing, and children form secure attachments to her. She is attentive to their individual care needs and routines. Children are supported to feel safe and are secure in the setting. n The childminder promotes children's good health, and is a good role model. Children develop important self-help skills, such as handwashing. They enjoy daily walks and outdoor activities. The childminder ensures there is plenty of space indoors for children who are learning to move about with confidence. n The childminder has formed positive relationships with parents. She communicates with them on a daily basis, and shares information and photographs about the activities and experiences in which children are involved.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date develop effective ways to assess children's starting points and monitor their learning and development to ensure they make good progress. 10/05/2019

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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 Build on the range of children's experiences to help enhance their understanding of people's similarities and differences. n improve the use of self-evaluation to help identify areas for improvement in the setting, and take swift action to address them so as to improve the quality of the provision, teaching and learning, and outcomes for children.

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What the setting needs to do to improve further

n The inspector had a tour of the home with the childminder and discussed children's safety. n The inspector observed the childminder's engagement with the children, and considered how this benefits children's learning. n The inspector viewed a range of documentation, including suitability checks and children's records, and discussed safeguarding and methods for evaluating the provision. n The inspector discussed the childminder's interaction with children. n The inspector took account of the childminder's written communications with parents.

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Effectiveness of leadership and management requires improvement

The childminder does not use self-evaluation effectively. She does not identify weaknesses and address findings promptly to help promote better outcomes for children. The childminder does not monitor her practice or ensure that she has the required information to improve children's learning and the quality of teaching. Safeguarding is effective. The childminder is secure in her knowledge of how to deal with any concerns regarding a child's welfare. She is very vigilant and prioritises children's safety. For example, the childminder constantly risk assesses activities and the areas children access indoors and outdoors. She also risk assesses outings to minimise the chances of any potential accident. Partnerships with parents are positive. The childminder keeps parents updated daily regarding their children's activities.

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Quality of teaching, learning and assessment requires improvement

The childminder does not make enough use of what she knows about children and their capabilities. She does not identify children's starting points effectively or complete assessments of their learning. As a result, she is not routinely aware of children's individual stages of development. Hence, activities are not accurately tailored to children's needs. Nonetheless, the childminder interacts well with children. For instance, she sits on the floor at children's eye level talking to them, which helps to develop their social and communication skills. The childminder helps children to build their vocabulary. For example, young children ask for 'more'. She provides activities that children like, such as music, singing and movement. The childminder provides instruments for younger children to hold to help strengthen their finger muscles. She provides a wide selection of interesting toys and resources from which children choose easily.

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Personal development, behaviour and welfare require improvement

Weaknesses in the information held about children's starting points have an impact on how quickly children settle and achieve. However, the childminder forms secure relationships with the children. She encourages them to make choices and follows their lead. For example, she responds positively to their enjoyment of playing with bubbles. The childminder does not provide children with a range of resources that represent diversity and would help children learn about people and the wider world. The childminder encourages younger children to test out their physical skills as they toddle around with her support. She praises the children's efforts and achievements well, which encourages their confidence. The childminder takes children on visits around the local community, and attends different groups to help support their social interaction.

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Outcomes for children require improvement

Inconsistencies in teaching and assessment mean that children do not make the progress they could. Nevertheless, children gain some skills required for future learning and their eventual move to school. For example, they enjoy interacting with the childminder and her family. Children learning English as an additional language develop their listening and understanding well, and are independent. Children develop their small- and large-muscle skills well.

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Setting details

Unique reference number EY542561 Local authority Croydon Inspection number 10090370 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 - 1 Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Croydon. She operates all year round, Monday to Friday from 7.30am to 6pm, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3.

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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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