Weatherley, Barbara Anne

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 keeps parents well informed of their children's development. For example, she talks to them every day and provides a daily diary. She involves parents in their child's learning effectively. n Children are developing good communication and language skills. They are happy and confident and make good progress. n The childminder supports children's developing self-esteem effectively. For example, she offers them cuddles, praises them and promotes their emotional well-being. n Children are motivated to learn and develop good independence. The childminder prepares them well for their future learning. n The childminder has warm and secure attachments to the children. They are encouraged to choose activities to help them become motivated learners. n There are fewer opportunities for children to develop greater awareness of other cultures to support diversity in the setting. n The childminder does not always develop the use of observations and assessments of

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This provision is good

children's achievements, interests and learning styles, to precisely plan relevant and motivating play experiences for each child.

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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 provide different ways to challenge children's thinking and help them to embrace differences in gender, culture and diversity n develop the use of observations and assessments of children's achievements, interests and learning styles, to plan relevant and motivating play experiences for each child.

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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 works well with her co-childminder. For instance, they regularly reflect on, and review, each other's practice, and they keep up to date effectively with new requirements. The childminder evaluates her professional development effectively. For example, after attending training, she now has a better understanding of how to support children in developing their imaginative and creative skills. Safeguarding is effective. The childminder knows what to do, and who to contact, if she has a concern about a child's welfare. Since the last inspection, the childminder has strengthened opportunities for children to learn about shapes to promote their mathematical development. She has also reviewed the range of information gained from parents when children first start. Parents' comments show they are happy with the warm and friendly atmosphere full of happiness, and they would recommend the setting.

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Quality of teaching, learning and assessment is good

The childminder encourages children's mathematical development effectively. For example, she teaches children to count and identify and name colours. The childminder extends vocabulary well. She names different animals, such as a kangaroo, penguin and eagle. The childminder teaches children about the world around us well. For instance, they learn how leaves fall from the trees in autumn and how blossom falls in spring. Children learn about fruits and vegetables and have fun digging up potatoes and planting a variety of fruit. The childminder provides various ways for children to explore and use different materials. For instance, children find hidden toy animals in shredded paper and use their senses to discover how the different textures feel.

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Personal development, behaviour and welfare are good

The childminder teaches children about disability and illness effectively. Children understand how people may not be able to care for themselves and need extra help. They learn how some people cannot drink milk as it upsets their tummies. The childminder teaches children how to manage their own safety and risk well. For example, children learn how to safely climb the steps to a slide and only go down when it is safe to do so. The childminder teaches children about good dental hygiene and how to keep their teeth healthy by cleaning them after meals. She takes children to the dentist and explains how too much sugar and fizzy drinks can be detrimental to their teeth. Children learn good hygiene practices.

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Outcomes for children are good

Children learn to take turns and share well. They develop a range of practical skills and enjoy the world through a wide range of experiences. For example, children have access to a large garden with a variety of equipment such as a climbing frame, swings and slides. Children develop good social and physical skills when they visit the zoo, parks, play areas, farms, open grass spaces, go on walks and meet with other childminders. All children make good progress from their starting points.

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Setting details

Unique reference number EY282321 Local authority Surrey Inspection number 10073367 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 2 - 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 8 March 2016

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Registers

The childminder registered in March 2004. She lives in Long Ditton, in Surbiton, Surrey. The childminder operates Monday to Thursday from 8am to 6pm, for most of the year. 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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