Spearing, Dawn Angela

Inspection date 29 July 2019 Previous inspection date 21 January 2014

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This inspection: Good 2

Previous inspection: Outstanding 1 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 is professional and organises her routines and documentation well. She evaluates her service regularly and identifies areas that she would like to change or improve. For instance, she has brought various resources to support children's interests. n Children are developing good physical skills. The childminder offers plenty of interesting experiences where children can explore their body's capabilities and achieve good coordination. This is demonstrated as they enjoy blowing bubbles using the large wand and trying to catch bubbles from the bubble machine. n The childminder supports children's understanding of numbers and shapes and their recognition of colours effectively. For example, she encourages children to count items and name the colours they see. She repeats words and extends sentences during play, helping to increase children's vocabularies. n The childminder's ongoing monitoring and observations of children help her to identify

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This provision is good

and build on the strengths and weaknesses in their learning. She identifies any emerging gaps in children's development and works with parents to support each child's needs. All children are making good progress. n Children build close attachments with the childminder. They show high levels of self- esteem and confidence as they play and learn together. Children are able to choose what toys they play with and also help to tidy away when they finish playing. n The childminder notes topics children enjoy and incorporates these into the activities she provides. For example, children who show an interest in transport have opportunities to ride on pretend vehicles outdoors. They have access to small-world vehicles, such as an aeroplane, fire engine and lorries. n The childminder has not fully considered effective ways to help children to be aware of the similarities and differences between themselves and others.

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This provision is good

n Sometimes, during play, the childminder does not effectively use opportunities to extend children's learning based on their emerging needs.

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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 provide more opportunities for children to become aware of similarities and differences between themselves and others in the wider world n respond swiftly to children's emerging needs and interests during play to extend and make the most of learning opportunities.

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What the setting needs to do to improve further

n The inspector observed children's learning activities indoors and outdoors, and evaluated the effectiveness of a planned activity. n The inspector observed children's mealtimes and hygiene routines. n The inspector read parents' comments to take account of their views. n The inspector sampled a range of policies and procedures, and looked at children's records.

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Effectiveness of leadership and management is good

The childminder is passionate about the care she offers children. Safeguarding is effective. The childminder knows how to recognise signs that children may be at risk of harm and what action to take to help protect their safety or welfare. The childminder networks with other childminders and undertakes regular training. These activities provide her with opportunities to engage in professional discussions, share good practice, and enhance her knowledge and teaching skills. The childminder helps older children to prepare for their move to school. She talks to children about their prospective schools and provides teachers with information about children's abilities and preferred ways of learning. This helps to promote continuity in children's education. The childminder has effective relationships with parents and regularly shares information about their children's progress. Parents' comments demonstrate how much they value

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Effectiveness of leadership and management is good

and appreciate the good care that the childminder provides.

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Quality of teaching, learning and assessment is good

The childminder gains a good understanding of what children can already do when they start at her setting. She spends time talking with parents about children's development and interests. The childminder uses this information to identify children's starting points in learning and she makes accurate assessments of their development. The childminder places a strong emphasis on encouraging children to explore media and materials. For instance, they enjoy digging in sand and eagerly squeeze it between their fingers. The children use words such as 'smooth' and 'soft' to describe the texture.

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Personal development, behaviour and welfare are good

The childminder provides children with clear guidance about what is acceptable behaviour. She plans plenty of opportunities for children to develop their social skills. For example, the childminder takes children to weekly playgroups and activity play centres where they are able to interact with children of different ages. Throughout routines and activities, children develop their independence and learn to manage their personal care needs, such as handwashing and putting on their shoes. Children learn about leading healthy lives. They understand the reasons why they need to wash their hands before eating. The childminder promotes children's independence and self-care skills effectively. For example, children put on their shoes to go outside, and wipe their own hands and face after a meal. Children enjoy healthy and nutritious home-cooked meals.

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Outcomes for children are good

Children make good progress in their learning and are developing the skills that they need in readiness for starting school. Children are sociable and demonstrate their keen sense of humour and enjoyment in learning. They explore their environment with enthusiasm. For example, children eagerly press buttons on electronic toys to see what will happen next. They play imaginatively and develop their own storylines with favourite toys, such as trains, fire engines and small-world characters. Children relish being active in the fresh air. They practise moving in different ways, such as pushing themselves along on scooters or sit-and-ride cars.

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Setting details

Unique reference number EY463016 Local authority Surrey Inspection number 10108853 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 2 Date of previous inspection 21 January 2014

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Registers

The childminder registered in 2013 and lives in Woking, Surrey. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate childcare 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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