Norona-Drew, Michelle Lin

Inspection date 17 June 2019 Previous inspection date 11 January 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 offers a welcoming, home-from-home environment. She is professional, organised and has procedures to ensure she promotes children's welfare effectively at all times. n Partnerships with parents are strong. The childminder and co-minder keep parents informed about the experiences they provide for children, through daily discussions and diaries. The childminder regularly provides parents with information about their children's learning and development. She works closely with them to support children's development at home. n The childminder extends children's learning during their play. She encourages them to think about how to make toys work. She provides children with bubble machines and explains how they work. The childminder prompts children to look for where the water goes and consider how they can fill it up, developing the children's thinking skills. n The childminder uses information obtained from frequent observations and tracking to

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This provision is good

plan relevant activities with focused learning targets. She builds upon children's interests and abilities to carefully plan a programme of learning. n Children have many opportunities to develop their understanding of the wider community. They take part in group activities in the local area and visit places of interest, including local parks and toddler groups. n Children's health is promoted extremely well. Children learn to develop a taste for healthy foods and the importance of physical activity. For example, children go on nature walks and collect fir cones and feathers. n The childminder's eagerness to develop keen learners means that occasionally children are not given sufficient time to think about their responses to questions. n The childminder's self-evaluation does not consistently highlight specific areas for improvement, and does not routinely include the views of parents and children to

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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 allow children sufficient time to consider how they might respond to a question before another one is asked n use self-evaluation more effectively to help develop the quality of the provision even further, and gather the views of parents and children in the evaluation process.

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What the setting needs to do to improve further

n The inspector observed interactions between the childminder and co-minder and with the children and looked at available resources indoors and outdoors. n The inspector took into account the views of parents' written testimonials. n The inspector carried out a joint observation with the childminder. n The inspector looked at children's information, attendance records and development records and a sample of policies, including the procedures for keeping children safe. n The inspector talked to children and had discussions with the childminder and her co- minder about leadership and management, safeguarding and how they evaluate practice.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a strong ability to recognise when a child may be at risk of harm or neglect. She keeps up to date with changes to any child protection issues and current legislation. For example, when she received new information regarding the change of procedures within her area, she made her own further enquiries from websites and written publications. This helps to ensure she is up to date and building her knowledge. The childminder has effective risk assessments in place for her home, garden and local trips. Parents speak highly of the childminder's nurturing and caring ways. They say they appreciate the wide variety of experiences and trips she plans for children to enjoy and learn from. For example, children go weekly to 'rhyme time' at a local library.

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Quality of teaching, learning and assessment is good

The well-qualified, experienced childminder has developed good partnerships with parents. She collects information when children first start, and uses this alongside her observations to help her plan activities based on their interests. Children make good progress from their starting points. The childminder supports young children's early mathematical skills well. For example, during cooking activities, children measure ingredients they need to bake bread and look at the different numbers on the small jugs.

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Personal development, behaviour and welfare are good

The childminder promotes children's physical and emotional well-being effectively. Children form strong bonds and attachments with the childminder and they settle in well. Children are well behaved and they learn the childminder's house rules, such as not wearing shoes in the house. The childminder promotes good hygiene procedures. For example, before baking, children place mats on the tables and wash their hands. Children show an awareness of how to keep themselves safe. For instance, they use small knives to butter their bread. Children learn about road safety and how to evacuate the childminder's home safely in an emergency.

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Outcomes for children are good

Children are happy and settled. They are confident and independent as they gain skills to support their future learning. For example, children learn how to bake food. They make choices about what they want to do and help to collect the resources required. Children concentrate and engage well in their play and learning. They learn how to use tools, such as knives, correctly and confidently to spread toppings on their bread. Children display consistently good rates of progress across all aspects of their learning. Children learn to share and take turns when they play games with others.

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Setting details

Unique reference number EY425647 Local authority Surrey Inspection number 10074756 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 - 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 11 January 2016

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Registers

The childminder registered in 2011. She lives in Ashford, Surrey. The provision operates Monday to Friday, from 8am to 6pm, all year round. The childminder works with her daughter who is also a registered 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

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Registers

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Registers

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Registers

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