Helm, Sarah

Inspection date 5 July 2019 Previous inspection date 12 April 2016

p.1

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

p.1

This provision is good

n The childminder is very experienced in caring for children. She knows the children that she cares for well and helps them to feel settled. The childminder shares information about children with her assistant to help ensure continuity of care. This contributes to supporting children's emotional well-being. n The childminder provides a home-from-home environment. Children are happy and demonstrate secure attachments with the attentive childminder. They make their own choices from the wide range of play resources on offer. n The childminder has clear expectations for good behaviour. Children are encouraged to resolve their own disputes through discussion and negotiation. This helps children to manage their feelings and to problem solve during their play. n The childminder provides children with a stimulating play environment inside and outside. She offers a broad range of activities, resources, and equipment for varied

p.1

This provision is good

ages of children to enjoy. n The childminder has strong partnerships with parents. They value the service provided by the childminder and speak highly about the contribution she has made to their children's lives. n The childminder reviews the quality of her practice. She gathers feedback from her assistant, children and parents to help continually enhance the care and learning that she provides. n The enthusiastic childminder sometimes intervenes too soon when children are thinking about how to answer questions she has asked. This impacts on the development of children's language and communication skills. n The childminder has not fully developed the links with other early years providers to extend children's ongoing progress, such as through shared information.

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 provide children with time to process questions and allow them to think about their own thoughts and ideas in response to these n maximise the links with other provisions that children attend to share information about children's progress and use this to plan for children's individual future learning.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector looked at samples of children's records. She looked at a range of other documentation, including the safeguarding policy and procedures. n The inspector looked at evidence of the suitability of the childminder and other adults living and working on the premises. n The inspector completed a joint observation of an activity with the childminder. n The inspector spoke to the children and engaged in their play. She took account of the views of parents from documents containing their comments on the provision.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder ensures that her knowledge about protecting children's welfare is current. She knows the procedures to follow to help ensure children are protected from harm. The childminder is vigilant about keeping children safe at home and when on outings. The childminder ensures that she shares her knowledge and experience with her assistant. She checks that her assistant knows about her policies and procedures. The childminder monitors her assistant's work with children and is aware of the need to regularly assess their ongoing suitability. She attends regular training to help develop her understanding about how children learn. The childminder also reads related articles to increase her knowledge. This has a positive impact on how she plans activities to suit children's individual interests and needs.

p.3

Quality of teaching, learning and assessment is good

Children enjoy their time with the childminder who engages well with them and tunes into their interests. The childminder follows their lead, enhancing their self-chosen activities. For example, children have fun exploring a wide range of musical instruments. The childminder skilfully encourages children to experiment with the different sounds that they can make. She provides praise to help promote children's self-esteem. The childminder effectively introduces children to early mathematical understanding. For example, they discuss a variety of shapes that they see during imaginative play with miniature play figures. Children help themselves to chalks and pencils to draw and to make marks on paper and the patio. The childminder makes regular checks of children's progress and she shares this information with parents.

p.3

Personal development, behaviour and welfare are good

The childminder has a friendly nature and children are treated as part of the family. She works closely with parents to ensure that children's changing needs are well known. The childminder provides nutritious meals for children and encourages independence. She helps them to develop good hygiene practices and to remain hydrated during warm weather. The childminder helps children to understand the importance of developing a healthy lifestyle. For example, they enjoy purposeful opportunities for exercise and fresh air, such as playing energetic team games. The childminder teaches children how to identify and manage risks for themselves. For instance, she encourages children to create their own rules when playing on popular equipment, such as the trampolines. The childminder encourages older children to write up a list of children present. They use this along with timers to decide on whose turn it is. This helps children to manage their own

p.3

Personal development, behaviour and welfare are good

safety and contributes to their developing negotiation skills.

p.3

Outcomes for children are good

Children gain a range of skills to prepare them for their eventual move onto school. They concentrate well on tasks and talk to visitors about their imaginative play. Children recall past events and describe what they did. They show confidence when they demonstrate their physical activities on large play equipment, such as jumping and balancing on trampolines. Children's mathematical skills are developing well. They know how to write numbers and can recognise a variety of shapes.

p.3

Setting details

Unique reference number EY398018 Local authority Surrey Inspection number 10074310 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 4 - 11 Total number of places 12 Number of children on roll 20 Date of previous inspection 12 April 2016

p.4

Registers

The childminder registered in 2009 and lives in West Horsley, in Leatherhead, Surrey. She works with an assistant. The childminder operates her service all year round from 8am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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