Childminder EY551716

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a secure and welcoming environment where children are safe and happy. Children thoroughly enjoy how involved the childminder is with their play. They laugh and giggle with her and snuggle up to her when they are listening to a favourite story. They form strong bonds with the childminder. Children enjoy sharing their resources and activities with each other and have good social skills. The childminder nurtures children's emotional well-being effectively and children settle quickly. They confidently direct their own play and happily talk about their favourite toys. For example, they delight in pretend play as they take 'prisoners' to 'jail'. The childminder uses early mathematical language effectively, such as 'one more' and 'many'. Children become absorbed in their play. They sit and explore the resources, turning knobs and twisting them to begin to understand how things work. Children's ability to focus and concentrate is supported well by

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The provision is good

the childminder. They enjoy regular trips into the local community. For instance, they visit soft-play areas, go on regular walks and attend drop-in groups and the local forest school. They also visit the air ambulance where they have the opportunity to learn about equipment used on board and how a mechanic fixes the helicopter. Children enjoy lots of opportunities to delight in the world around them.

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need to do better?

n The childminder uses her strong knowledge of how children develop and learn to help them make good progress in readiness for the move on to pre-school and school. The childminder has made links with other settings that children attend part time. However, communication is not wholly effective in sharing information to ensure continuity of learning for each child. n The childminder ensures her home is free from any hazards. Children are kept safe. She teaches children to manage and assess risk. For example, she supports them when they are riding a scooter to wear a safety helmet. Children are encouraged to listen to instructions and be responsible for their own safety. n Children have good opportunities to explore the world around them, meet new people and enjoy varied experiences. The childminder plans to meet each child's needs and promotes their physical health well. n Parents praise the childminder and say that she creates a 'friendly and safe

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need to do better?

environment'. The childminder maintains an effective two-way flow of information with parents. She works with parents to identify each child's stage of development and ensure that all children are challenged successfully. The childminder then uses this information to assess quickly what each individual child needs to learn next. She works closely with parents to ensure continuity of learning between her setting and home. Parents say their children are happy with the childminder and often want to stay longer. n The childminder uses a wide vocabulary. She regularly teaches children new

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need to do better?

16 January 2020 words and provides explanations about what they mean to support children's understanding. However, sometimes, the childminder asks children questions and responds too quickly without giving the child time to answer. n The childminder is a very positive role model for children and children behave well. They are polite and learn good manners. The childminder uses gentle reminders about children's expected behaviour in her setting. She offers explanations about their actions and responses, enabling them to communicate with others and play alongside them well. n Effective self-evaluation helps the childminder to accurately identify areas for improvement to continue to promote the best possible outcomes for children. For example, she takes part in discussions with other childminders, and with parents and children, to gain their suggestions for improvements. n The childminder helps children to develop a healthy lifestyle. She provides them

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need to do better?

with healthy foods and snacks, such as raspberries, blueberries and satsumas. During discussions at mealtimes, the childminder talks to children about healthy eating and the importance of having a healthy breakfast so they have energy for the day. The childminder follows safe hygiene practices and teaches children about allergies and the effects they can have. This helps children to understand the needs of others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her duty to keep children safe. She understands the signs and symptoms that may cause her concern about the welfare of a child in her care. The childminder has put clear procedures in place to follow if she has a concern. She has attended safeguarding training. The childminder knows how to recognise if child in her care may be at risk of being exposed to extreme ideas or behaviours. She knows what to do if there is a fire in her setting and has an evacuation plan in place. The childminder identifies and successfully minimises potential risks in her home.

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should:

n build on links with other early years settings that children attend part time to fully address continuity of learning for children n give children enough time to respond to questions and prompts to further support their thinking skills.

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Setting details

Unique reference number EY551716 Local authority Surrey Inspection number 10133892 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 1 to 9 Total number of places 5 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Redhill, Surrey. The childminder operates Monday to Friday from 7am to 6pm during term time only. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector spoke with the childminder at convenient times during the inspection. n The inspector had a tour of the premises and observed the impact of teaching on children's enjoyment and development. n The inspector looked at a sample of the childminder's documentation, including policies and procedures and training certificates. n The inspector spoke to parents and took account of their views.

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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.

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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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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