Childminder in Surrey

Inspection date 24 April 2019 Previous inspection date Not applicable

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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

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This provision is good

n Children display a strong sense of belonging in the childminder's very welcoming home. n The childminder has made adaptations to her home to provide an environment that is easily accessible by small children. n The childminder has an extremely effective partnership with parents. She shares information daily about children's care and celebrates their exciting achievements. n The childminder has excellent settling-in procedures and the children are happy to make the move from home to the childminder's care. n Children enjoy the stimulating environment that is extremely well organised and has very varied and exciting play resources inside and outside. n The childminder shows what a good role model she is. She is patient and calm and uses positive language to encourage children's good behaviour. n The childminder uses her observations to provide purposeful play that supports children's learning. She uses every opportunity to enhance and extend the children's

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This provision is good

learning as they play. n The childminder is committed to continuously improving her practice and raising the standards of her provision further. n The childminder skilfully provides children with new knowledge and vocabulary. She sings counting songs and nursery rhymes spontaneously in play, and children excitedly join in. n The childminder is not always clear with the parents about how they can support their children's learning at home. n The childminder does not consistently make the best use of her tracking system to follow the children's progress.

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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 make better use of monitoring and tracking children's development to support children's progress even further n improve the already good quality of information shared with parents to include ideas on how to support their children's learning at home.

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What the setting needs to do to improve further

n The inspector observed the areas of the home used by the children. n The inspector sampled a range of documents, including policies and procedures for safeguarding children. n The inspector discussed with the childminder her knowledge of how children learn and progress. n The inspector spoke with carers and gained their views on the care given by the childminder. n The inspector observed the childminder and her interactions with the children in her care. n The inspector discussed with the childminder the procedures she would follow to support children with special educational needs and/or disabilities.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is very knowledgeable about the indicators that might suggest that a child's welfare is being compromised. The living space has been thoughtfully planned during recent refurbishment to allow the childminder to remain within sight and hearing of the children at all times, including during meal preparation. The childminder understands how to apply the early years learning and development requirements to meet the needs and interests of the children in her care. For example, she actively seeks feedback from parents and she uses this with other methods to evaluate the effectiveness of the provision to provide highly exciting learning opportunities for the children. The childminder's own development plan includes the completion of forest school training in order to support the children's knowledge and understanding of the natural world.

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Quality of teaching, learning and assessment is good

The childminder gains a highly comprehensive overview of children's levels of development by requesting detailed information from the parents before the children start to attend. Her responsive teaching expertly uses the children's interests in guiding their learning and allows them to make connections in their play. For example, when the children sprinkle rice on a tray and listen to the sound, the childminder encourages them to notice a similar sound of rain on the window. The childminder encourages an interest in books. She sits with the children and, as she reads, she changes the tone in her voice to mimic excitement, surprise and other emotions. This gains the children's interest and attention and they listen well.

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Personal development, behaviour and welfare are good

The childminder models respect in all her interactions with the children, who show regard for each other. This is demonstrated in their good behaviour. She gives meaningful praise to the children and they are happy to receive it, for example after attempting to re-dress themselves either individually or with support. The childminder has modified her downstairs bathroom to allow young children more personal independence on a child-sized toilet. This supports newly toilet-trained two-year-olds in their good health and self-help skills effectively. The childminder's imaginative use of the environment encourages children to find out for themselves, try different skills and problem-solve for themselves.

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Outcomes for children are good

Children thrive in the stimulating and nurturing environment. They are highly motivated to join in activities or explore for themselves. They demonstrate that they are motivated and active learners. Children make good progress from their starting points and are very well prepared for the next stage in learning. The childminder understands the importance of identifying when children are not reaching age-appropriate expectations. She knows how to put in place support and strategies to encourage good outcomes for all children. Parents are kept informed of their children's progress, but the childminder could make better use of this opportunity to share information on how to support learning at home.

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Setting details

Unique reference number EY537893 Local authority Surrey Inspection number 10080039 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 - 9 Total number of places 3 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives with her husband and young children in a house in Tadworth, Surrey. She operates all year round from 7.30am to 6pm. The childminder holds an appropriate level 3 qualification.

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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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