Winnifrith, Jessica Helen

Inspection date 17 May 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 Children form strong emotional attachments with each other and the childminder. They all make good progress in their learning and development. The childminder recognises gaps in achievements and takes appropriate action to ensure children receive early help from external agencies. n The childminder lays firm foundations for children to develop healthy lifestyle habits. Children benefit from healthy snacks and meals and enjoy taking part in a wide range of activities outdoors. n The childminder demonstrates good capacity to sustain ongoing improvement. She makes good use of training opportunities. n The childminder keeps parents well informed about the activities children engage in and their progress, such as with developing speech. They plan together for supporting children's learning. However, the childminder is less successful in establishing partnerships with the nursery settings some children attend. Information is not being

p.1

This provision is good

shared to ensure children receive consistent support. n Although the childminder makes observations on children, these are not always regular enough to ensure achievements are promptly identified. As a result, for some children there is a delay in identifying more challenging progress plans. n The childminder does not always seize opportunities to use children's preference for imaginative play to encourage them to fully develop their ideas and to support their progress with writing and their understanding of shape.

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 establish regular arrangements with the nursery settings older children attend to share information about their progress and to plan for their next steps in learning so that children receive consistent support n increase the use of observations to track and plan for children's progress, to ensure all children are consistently challenged to the maximum level n provide more inspiration for older children to represent and develop their own ideas during imaginative play, and use their interest in this type of play to further develop their understanding of the world and their progress with writing and shape.

p.2

What the setting needs to do to improve further

n The inspector observed the childminder's interaction with children during activities indoors and outdoors. She looked at the childminder's range of play learning resources and equipment, and observed the suitability of the premises. n The inspector discussed the childminder's practice with her and the impact of her activity planning and engagement with children. n The inspector sampled a range of documentation, including children's records, those relating to safeguarding, and evidence of the childminder's suitability. The inspector talked to the childminder about her use of self-evaluation. n The inspector sought and took account of the views of parents.

p.2

Effectiveness of leadership and management is good

The childminder's completion of several training workshops is testament to her commitment towards continuous improvement. Since registration, she has learned about the repeated patterns in play often demonstrated by toddlers and has begun adapting activities to provide for these. After learning about sign language, she uses objects and actions alongside verbal communication to further encourage children's speech and language. Safeguarding is effective. The childminder has up-to-date knowledge and understanding of local procedures for protecting children from abuse and neglect, and exposure to extreme views and practices. She reflects on her practice well overall. Improvements, for example to create an outdoor kitchen play area, are being targeted. Parents hold the childminder in high regard. They highlight how quickly children settle in, the rapid progress they make with speech and language, and the range of activities

p.3

Effectiveness of leadership and management is good

children take part in within the community as key strengths.

p.3

Quality of teaching, learning and assessment is good

The childminder makes generally accurate assessments of children. She provides a good range of high-quality play and learning resources that interest children. For example, older children build bridges using transparent three-dimensional shapes which are illuminated on a lightboard. The childminder makes comments and asks questions that prompt detailed and imaginative explanations from children. When they ask for help, such as for assembling the train track, she asks them 'how do you want it to look?' and 'is it going to be curved, straight or both?' The childminder plans and provides good opportunities for toddlers to explore and experiment using their senses, for example in messy play, using sand and operating colourful fibre-optic equipment. She engages with children playfully, for instance as they play hide-and-seek, encouraging their counting skills as they cover their eyes.

p.3

Personal development, behaviour and welfare are good

The childminder gives high priority to ensuring children have sufficient rest and sleep. She makes good use of outings to teach children about road safety. Children help themselves to toys and learn to respect the house rules, for example for tidying away one set of toys before getting out another. The childminder is patient and calm. She successfully distracts toddlers from emerging disagreements. The childminder plans activities throughout the year to teach children about different beliefs and traditions, such as Easter and Chinese New Year.

p.3

Outcomes for children are good

Children are well prepared for moving on to nursery and school. Children are sociable. Toddlers develop good communication skills and very ably express their needs, such as when they need the toilet. Older children confidently ask for help and express their feelings. Children develop good pencil control and learn to recognise colours and flat shapes.

p.3

Setting details

Unique reference number EY546299 Local authority Surrey Inspection number 10099597 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017. She lives in Effingham, Leatherhead, Surrey. She works Monday to Friday between 8am and 6pm all year round.

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