Childminder EY543747

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

Children are well cared for in the childminder's safe, warm and welcoming home. They behave well because they are happy and receive clear messages about what is expected of them. Children develop strong bonds with the childminder and each other. The childminder praises children at every opportunity, which helps motivate them to learn. She has a strong focus on building children's personal, social and emotional development and places this at the heart of her curriculum. Children have a variety of opportunities to play and explore with other children. For example, the childminder takes children to playgroups to play and sing nursery songs and rhymes.

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The provision is good

The childminder organises her environment well. Activities are planned across the curriculum with children's interests in mind, and these are adapted well to suit the differing ages of the children. Consequently, children make good progress from their starting points. The childminder has high expectations for all children's communication and language development. She makes effective use of everyday language to widen children's vocabulary. For example, young children learn single words and repeat animal sounds as they play with the farm animals. They babble and respond enthusiastically to the childminder when she talks to them. This helps children to become confident communicators.

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need to do better?

n The childminder has developed good partnerships with parents, which contributes towards a consistent approach to meeting children's needs. She gathers useful information from parents about their children's routines when they start. This helps children to settle quickly and feel secure in the setting. Parents leave very positive feedback about the childminder and the good progress their children have made. n Children have great fun as they learn, and they eagerly join in with activities. They develop the skills they need for the next stage in their learning. They have good imaginations as they act out their experiences. For example, they pretend to talk on a play telephone and feed baby dolls in the role-play kitchen. n The childminder reflects effectively on her practice and the service she provides. She seeks feedback from parents in a variety of ways, to help her to assess the quality of her provision. However, the childminder's continued professional

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need to do better?

development is not focused closely enough on what will help to further improve her good teaching to the highest level. n Children's early literacy skills are supported well. Children listen attentively to stories and respond to questions. Young children use their senses to feel different textures in books and turn pages independently. The childminder sings songs and rhymes with children and encourages them to join in with the actions.

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need to do better?

10 February 2020 n The childminder is quick to identify children's care needs. For example, she settles younger children to sleep when noticing they are tired. The childminder risk assesses mealtimes and cuts food into small pieces to help keep children safe. However, she has not considered more effective ways to help younger children to develop their understanding of hygienic practices and how this contributes towards their good health. For example, younger children are not helped to understand when and why they need to wash their hands. n The childminder is especially passionate about outdoor activities, and children have many opportunities to enjoy being outside in the fresh air. For example, they enjoy daily visits to the local parks, woodland walks and regular outings. This builds on children's good health and wider learning opportunities across all areas of the curriculum. n The childminder introduces children to mathematical language as she plays with

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need to do better?

them. For example, she counts out the toys, names shapes and colours and uses words such as 'bigger' and 'smaller'. n The childminder has forged strong links with other professionals in her area, who help to support her in her work. She works in partnership effectively with other settings children attend. The childminder regularly shares information with them to enhance children's experiences and maintain continuity in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge updated. She has a clear understanding of her role in protecting children who may be at risk of harm. The childminder can confidently identify the signs and symptoms that may indicate that a child is at risk of harm. She knows who to contact should she have any concerns about a child's welfare. The childminder identifies potential risks in the environment and addresses these promptly. She helps the children to gain a good awareness of how to play safely.

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should:

n seek wider professional development opportunities to raise the quality of teaching to a consistently higher level n review routines to encourage the youngest children to develop their understanding of good hygiene practices.

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Setting details

Unique reference number EY543747 Local authority Surrey Inspection number 10092692 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Ashord, Spelthorne. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder viewed the areas of the home used by children and discussed how the curriculum is organised. n The inspector asked the childminder questions throughout the inspection to establish the childminder's understanding of how to safeguard children and how she assesses and plans for children's learning. n The inspector observed the interactions between the childminder and children and considered the impact on children's learning. n The inspector looked at relevant documentation and evidence of the suitability of all persons living at the premises. n The inspector took account of the views of parents through written feedback.

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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

10 February 2020 10 February 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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