Childminder in Surrey

Inspection date 3 June 2019 Previous inspection date 10 March 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n Although the childminder has a suitable understanding of the signs and symptoms of abuse and the procedures to follow if she has any concerns about a child in her care, her understanding of wider aspects of safeguarding, such as the 'Prevent' duty, is not as robust. n The childminder does not have a secure knowledge of the seven areas of learning. This hinders her from being able to assess and monitor children's progress effectively. She does not always identify appropriate next steps for children's learning in relation to typical expectations for their age and stage of development. n The childminder does not make effective use of self-evaluation and has not addressed the recommendation raised at the last inspection to provide parents with opportunities to share their views, to help identify areas for improvement. The childminder does not actively seek professional development opportunities to improve the overall quality of

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This is a provision that requires improvement

her practice. n The childminder does not always correctly pronounce letter sounds to fully support children in preparation for their early reading skills.

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It has the following strengths

n Children are motivated and keen learners. They develop good independence skills as they self-select from a range of low-level toys and equipment and choose when to go outside and play in the garden. n Children have developed a close bond with the childminder. The childminder provides children with lots of praise and reassurance, which supports their emotional well-being.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date develop knowledge of the wider aspects of safeguarding, including the 'Prevent' duty, to help protect children 24/06/2019

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What the setting needs to do to improve further

develop knowledge and understanding of the learning and development requirements, specifically the prime and specific areas of learning, to make sure that next steps link to what children need to know next. 24/06/2019

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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 use of professional development opportunities to help update current knowledge and further improve practice n make greater use of self-evaluation procedures to precisely identify priorities for improvement and seek the views of parents to further enhance experiences for children n support children to hear and say the initial sounds in words correctly, to promote their early reading skills.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector looked at documentation required for the efficient running of the childminder's provision. n The inspector viewed the areas of the home used by children.

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder creates a safe and secure space for children to play. She has completed training in child protection, which has helped her to gain some knowledge of local safeguarding procedures and the signs and symptoms that may indicate a concern about a child's welfare. However, the childminder's knowledge of wider safeguarding matters, such as the government legislation aimed at protecting children from extreme views, is less secure. The childminder's organisation of her documents and paperwork is not effective. She is not fully aware of all the content of her own written policies and procedures. The childminder does not have a good overview of how she can develop her provision. She is not confident to seek the views of parents to help drive improvement. The childminder has not prioritised her own professional development to ensure she has up-to-date knowledge and to help raise the standard of

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Quality of teaching, learning and assessment requires improvement

The childminder joins in with children's play and interacts with them well. She gains some information from parents about what their children know and can do when they first start at the setting. However, the childminder's understanding of each of the prime and specific areas of learning is not yet embedded. The information she provides to new parents about the different areas of learning is incorrect and she is not confident in explaining children's stages of development. Her planning for children's next steps in learning often focuses on building on what they can already do, rather than identifying any potential gaps in their development. Nevertheless, the childminder understands children's likes and interests. For example, she provides a piece of guttering for children to roll their cars down outside. She recognises young children's ability to identify numbers and letters, and they confidently name the pictures they find on flash cards and

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Quality of teaching, learning and assessment requires improvement

count the number of objects they see. However, the childminder does not support children to learn the correct pronunciation of letters, to assist them in naming and sounding the letters of the alphabet.

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Personal development, behaviour and welfare require improvement

Weaknesses in leadership and management mean that the promotion of children's welfare requires improvement. However, the childminder acts as a good role model. She supports children to understand her expectations of good behaviour and children develop good social skills as they learn to play cooperatively together. The childminder also helps to broaden children's experiences of the world around them, for example, as she takes them to local parks and the library. Children have regular opportunities to play and learn outdoors, which has a positive impact on their well-being.

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Outcomes for children require improvement

Children are confident communicators. They listen well and follow simple instructions. They are developing a range of skills to support their future learning. However, the childminder's lack of confidence with regard to her knowledge of the different areas of learning mean that children's good overall progress cannot be fully assured.

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Setting details

Unique reference number EY419477 Local authority Surrey Inspection number 10074661 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 - 4 Total number of places 6 Number of children on roll 2 Date of previous inspection 10 March 2016

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Registers

The childminder registered in 2010 and lives in Caterham, Surrey. She works from 7.30am to 7pm, Monday to Thursday, throughout the year, except for bank holidays and family holidays.

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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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