Weatherley, Cara Helene

Inspection date 2 May 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 works well with her co-childminder. For instance, they constantly reflect on, and review any changes in, guidelines or practice effectively. n The childminder has good partnerships with parents and shares children's information in a number of ways. This flexibility helps to provide consistency in planning for children's care and learning, both at home and in the setting. n The childminder supports the children's emotional well-being effectively. For example, she cuddles them and gives them praise to build on their self-esteem and confidence. n There is a broad range of well-planned activities that help children make good progress in all areas. Children are prepared well for their future learning. n Children have lots of opportunities to develop their awareness of early mathematics. For instance, the childminder introduces numbers, shapes and counting at every opportunity. n The childminder has not yet fully explored the range of information shared with other

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This provision is good

settings that children attend, to be informed of their learning and development through a shared approach to learning. n The childminder does not consistently monitor children's development as precisely as possible to enable her to plan more accurately for the next steps in their learning.

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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 strengthen relationships with other settings that children attend, to routinely share information about children's learning and development and develop a shared approach to learning n develop further the monitoring of children's progress to provide an even sharper focus on identifying what steps they need to take next in their learning.

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What the setting needs to do to improve further

n The inspector viewed the premises used for childminding. n The inspector observed the childminder interacting with the children. n The inspector took into account the written views of parents. n The inspector sampled documentation, including planning, children's development records, policies and procedures. n The inspector spoke with the childminder at convenient times during the inspection.

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Effectiveness of leadership and management is good

The childminder is aware what to look out for if she has a concern about a child's welfare and has effective procedures to follow. Safeguarding is effective. The childminder has completed training to build on her professional knowledge. For example, after training and conducting her research into children with special educational needs and/or disabilities, she is now better able to support children with speech delay. Since her last inspection, the childminder has strengthened opportunities to develop children's writing skills. She has also extended the range of information that parents provide when children first start, to help plan more precisely for children's learning from the very beginning. Comments from parents show they are happy with the 'fantastic' service provided by the childminder.

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Quality of teaching, learning and assessment is good

The childminder provides a variety of opportunities for children to practise their early writing skills. For instance, children copy letters in sand and begin to learn to write their names. The childminder effectively supports children's language development during play and routines. For example, she repeats back words they say to show them how to pronounce and use words correctly. The childminder teaches children about the different seasons and how fruit and vegetables grow. They learn how dandelion seeds blow and scatter in the wind and how bees collect nectar to help make more plants. They learn about the wider world effectively. The childminder has a variety of toys, equipment and resources. For example, toys with buttons help children to understand how things work.

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Personal development, behaviour and welfare are good

The childminder acts as a positive role model. She helps build children's self-esteem and consistently acknowledges their good behaviour. She is able to effectively meet the needs of children in her care. The childminder teaches children to value and develop an understanding of disability. For instance, she explains to them how some people need wheelchairs to help them walk. She explains how a plaster cast is just like a big plaster to help your bones to heal. The childminder teaches children about personal risk and safety well. For instance, children learn to sit on a chair properly and learn how to be safe when crossing a road. The childminder teaches children about the effects of water on their bodies and to drink when they are thirsty. She teaches children about how the body needs water, especially when it is hot, and how you lose water through sweat and therefore need more as you might be dehydrated. Children begin to learn about their

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Outcomes for children are good

Children are encouraged to share and take turns. Children's physical skills develop well, for instance, as they play outside on large equipment. Children develop good social skills. For example, they meet other children during outings in the local community and go on visits to the zoo, farms and parks. Children learn about healthy food and the effect it has on their bodies. For example, during a discussion, children learn that milk has protein and calcium, which is good for bone development. Children make good progress.

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Setting details

Unique reference number EY282286 Local authority Surrey Inspection number 10073366 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 0 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 8 March 2016

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Registers

The childminder registered in 2004. She lives in Long Ditton, in Surbiton, Surrey. The childminder operates Monday to Thursday from 8am to 6pm, for most of the year. The childminder holds a relevant qualification at level 3. She works with a co-childminder.

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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

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 .

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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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