Childminder EY408855

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children develop a strong sense of who they are and what makes them unique. They proudly talk about where their families come from. The childminder actively celebrates children's individual cultures and backgrounds. For instance, she reinforces the words children use in their second languages in the same effective manner she uses for the English version.

p.2

The provision is good

The childminder successfully promotes her strong ethos throughout her practice. She aims to build children's confidence and to help them become effective learners. Children have strong relationships with the childminder through which they feel secure. They frequently go to her for a hug before they eagerly return to their play. Children develop confidence in their own abilities. This is evident in their physical development as they enthusiastically take on challenges, such as tackling climbing equipment.

p.2

The provision is good

The childminder has high expectations for what children can achieve. She plans effectively to support children to develop further, even when they reach the typical outcomes for their ages. For instance, when toddlers are particularly confident in their communication and language skills, she provides activities which encourage them to describe a variety of different items. Toddlers learn and use a range of vocabulary to describe the ingredients they use to make pizza.

p.2

need to do better?

n Children demonstrate independence as they make confident choices about the resources they want to play with and find these easily in the childminder's well- organised environment. The childminder provides children with good opportunities to develop skills that will help them in the future. For example, they learn how to use a range of tools, such as cheese graters or knives, safely to prepare meals. n Children focus intently on their play. They demonstrate this when they carefully balance blocks on the carriages of toy trains and attempt to get them around the track. They show perseverance and determination. n The childminder skilfully supports children to develop speech and language skills. She provides rich opportunities for children to engage in conversation and consistently models high-quality language. For example, when children use tongs to put sweetcorn on their pizzas, she introduces new words, such as

p.2

need to do better?

'open', 'close' and 'squeeze'. n The childminder interacts enthusiastically with children. She uses good teaching skills to promote their learning as she intervenes in their play. At times she uses well-worded questions to encourage children to develop their own thoughts. However, she is not consistent in this practice and does not act on all

p.2

need to do better?

16 January 2020 opportunities to encourage children to fully consider how to solve problems that arise in their play. n The childminder has an in-depth understanding of the children's home lives and backgrounds. She provides children with experiences that complement those they have at home to ensure they have a wide view of the world around them. For instance, she provides children with experiences of the countryside and involves them in nature hunts. n The childminder develops strong relationships with children's families through which she involves them in children's learning. Parents share information of children's experiences and achievements with the childminder. This includes sharing the new words children have learned as well as involving the childminder in their cultural celebrations to help her understand their customs better. n The childminder provides children with good opportunities to develop positive

p.2

need to do better?

attitudes to healthy foods. For example, she engages them in cooking activities that involve a range of vegetables. Children learn to wash their hands before they cook or eat. However, the childminder does not fully support children to learn how to stop their germs spreading and why this is important. n The childminder takes strong account of the views of children and parents to evaluate her practice. She notes the activities that children ask for and ensures she provides these. The childminder actively develops her knowledge and skills to enhance her practice. She recently attended training that supported her to improve the extent to which she listens to children's comments and uses these to extend their language.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong knowledge of how to safeguard children. She teaches them effectively how to manage risks in the home. For example, toddlers begin to learn how to use knives safely. Parents comment on the good understanding of road safety their children develop following the childminder's input. She empowers children to learn how to keep themselves safe. The childminder understands fully the signs that may indicate that a child's welfare is at risk. She is confident in her knowledge of how to act if a concern arises. The childminder updates her knowledge of safeguarding procedures in her local environment frequently to ensure that she recognises when changes in legislation occur.

p.3

should:

n offer children more consistent opportunities to extend their thoughts and to consider in depth their own solutions to problems that arise in their play n strengthen children's understanding of the importance of hygiene routines and

p.3

should:

16 January 2020 how to prevent germs from spreading.

p.3

Setting details

Unique reference number EY408855 Local authority Surrey Inspection number 10136604 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 23 November 2015

p.5

Information about this early years setting

The childminder registered in 2010. She lives in Horley, Surrey. The childminder provides care for children from 7am to 6pm Monday to Thursday all year round.

p.5

Inspection activities

n The childminder discussed with the inspector her ethos and how she promotes this. n The inspector observed children engaging in play and activities inside. She discussed with the childminder the provision for outdoor play. n Parents shared their views through written references that the inspector took into account. n The inspector checked that statutory documentation is in place. n The childminder reflected on her practice and children's learning when discussing an activity with the inspector.

p.5

Inspection activities

We carried out this inspection 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.5

Inspection activities

16 January 2020 regulates and inspects to 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.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6