Childminder in Surrey

Inspection date 24 April 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable 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

p.1

This provision is good

n The childminder works closely with her assistant to plan and deliver good-quality learning opportunities for children. Children make good progress in their development given their starting points. n The childminder and her assistant use good settling-in procedures that are unique to the individual needs of each child. This helps children to feel emotionally secure, settle quickly and enjoy their time at the setting. n Parents comment positively about the childminder. They say that she offers children activities that are enjoyable. n Children whose home language is not English have good opportunities to hear English and practise speaking English. The childminder uses words from children's home language so children feel valued and respected. n Children demonstrate a good understanding of rules and boundaries. For example, older children show empathy towards younger children, confidently reminding them to

p.1

This provision is good

share toys with each other. n The childminder and her assistant encourage and support all children to be independent learners. Children confidently select and make choices in what they want to play with from the good range of resources on offer. n Strategies to engage and involve parents in their children's learning at the setting, and ideas to continue children's learning at home, are not highly effective. n The childminder does not consistently support younger children to explore using a wide range of sensory materials. n Sometimes, activities do not provide as much challenge as possible to support older children to make even better progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n develop the support offered to parents to include them even further in their children's learning at home and within the setting n increase the opportunities for young children to explore a range of sensory materials, to support their creative development n consider ways of providing further challenge for older children, to help them make even better progress.

p.2

What the setting needs to do to improve further

n The inspector observed a range of activities and discussed these with the childminder and her assistant to assess the quality of teaching and its impact on children's learning. n The inspector held discussions with the childminder and the assistant at various times throughout the inspection to assess their understanding of the learning and development requirements. n The inspector held discussions and sampled a range of documents, including safeguarding, children's registers and the childminder's understanding of changes that must be notified to Ofsted. n The inspector viewed the suitability checks of all adults working and living on the premises. n The inspector spoke to children during the inspection and considered their views and experiences. n The inspector took account of parents' views from their written feedback.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant are clear about the procedures to follow should they have any concerns about a child's well-being. They conduct regular risk assessments to identify and address possible hazards in the home and when away from the setting. The childminder has a range of comprehensive policies and procedures. She shares these with her assistant to ensure that she knows how to promote children's safety. The childminder supports her assistant effectively. She encourages her to attend food hygiene courses to develop her knowledge of food preparation and safety even further. The childminder evaluates her provision by seeking the views of parents and is in the process of implementing parents' ideas and suggestions.

p.3

Quality of teaching, learning and assessment is good

Children make good progress and the childminder has high expectations for their ongoing development. She tracks and monitors their progress to identify any gaps in their learning and then plans activities accordingly. The childminder makes good use of opportunities to support children's communication and language development. For example, she models a clear voice with expression to hold all children's interest when reading stories. The childminder introduces new vocabulary and uses questions that encourage children to think and understand patterns, such as the different shapes found on a pirate ship. She demonstrates that children's heritage and home language are valued, for example, through the reading of dual-language books. Children are provided with lots of opportunities to develop pre-writing skills as they carefully use tools to pick up small objects and cut with scissors.

p.3

Personal development, behaviour and welfare are good

Children develop strong and secure relationships with the childminder and her assistant. They confidently seek cuddles and reassurance and eagerly involve adults in their play. Mealtimes are sociable occasions where adults and children sit together and eat their lunch, and children learn to use cutlery appropriately. Children enjoy a selection of healthy snacks and meals prepared by the childminder's assistant. They know to wash their hands before and after eating to prevent the spread of germs. Children benefit from daily fresh air, including regular outings to the park. These give children the opportunity to explore a greater range of more-challenging play equipment. Children master physical control and coordination as they run, jump and climb.

p.3

Outcomes for children are good

All children, including those in receipt of funding, make good progress in their learning and development. They are keen to explore and investigate and are motivated to learn. Children are developing the skills they will need for their future learning, including starting school. Older children learn mathematical language. They count as they play and are beginning to recognise written numerals. Younger children maintain concentration for long periods as they enjoy exploring a range of vehicles. They successfully use mechanical toys, which helps to develop their understanding of the world.

p.3

Setting details

Unique reference number EY545846 Local authority Surrey Inspection number 10102621 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 10 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in Walton on Thames, Surrey. She employs an assistant and offers care all day from Monday to Friday, throughout the year, except bank holidays. The childminder receives funding for the provision of free early education for children aged four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5