Outram, Mariana

Overall effectiveness Good

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

p.1

The provision is good

The childminder spends time getting to know children well. She works closely with parents right from the very beginning, gathering information on children's routines, abilities and interests. She uses this information highly effectively to help children settle into her care. Children are curious and motivated to learn. For example, they show high levels of determination and work out how to successfully use mechanical tools to undo screws. The childminder extends children's learning and gives them encouragement to have a go and use their fingers to twist them back in again. This helps to build on the muscles in children's hands and fingers, in preparation for early writing.

p.2

The provision is good

The childminder's curriculum places a strong focus on children's language and communication development. She implements this well through everyday routines and activities. For example, she reads familiar books to children and inspires them to talk about what happens next. She adapts her teaching and gives support and encouragement to younger children to help them use words to describe what they see.

p.2

The provision is good

The childminder supports children's independence skills well. For instance, she gives encouragement to older children to help with small tasks. Without hesitation, they help set up the table at snack time and make sure their younger peers have what they need. The childminder consistently praises children for being kind to others, which boosts their confidence and self-esteem.

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need to do better?

n The childminder regularly assesses children's ongoing progress. She has a good knowledge of each child's stage of development and what she wants children to learn. For example, as children explore textures, she introduces words to help them describe how it feels. She motivates children further with additional resources, such as magnifying glasses, and encourages them to talk about what they see. This supports children's developing language skills and deepens their understanding of using words in context as they engage in their play. n The childminder recognises children have an early interest in number. She plans various learning experiences to encourage them to count beyond what they already know. However, the childminder does not foster opportunities to challenge the older children further, such as to support their understanding of size and measure, to help deepen their understanding of mathematical concepts.

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need to do better?

n Children benefit from hands-on experiences that build on their knowledge of the world around them. For example, the childminder takes children on regular visits to her allotment where they delight in planting, nurturing and harvesting fruit and vegetables. This helps children learn how to care for living things and

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need to do better?

13 February 2025 supports their awareness of where food comes from. n The childminder supports children's health and well-being effectively. For instance, she gives explanations to children about why they need to wash their hands and provides them with well-balanced meals and snacks every day. As children engage in activities, such as pretend play, she skilfully links in discussions to help build on their understanding about the benefits of eating healthy food. n Children delight in regular fresh air and exercise. The childminder provides resources in the garden that enable children to develop and practise their physical skills. Children build on their stamina as they whizz around on ride-on toys in the garden. They use tools, such as spades, to transport soil into pots. This helps build on the muscles in their arms and shoulders. n The childminder is a good role model. She joins in children's games and gives

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need to do better?

them gentle reminders to wait for their turn. When small disputes occur, she calmly talks to children at a level of their understanding. Children are curious, and they focus on activities alongside their peers. They play well with their friends and enjoy their time in the childminder's care. n The childminder places a strong focus on working with parents and other settings that children also attend. She shares detailed information on children's ongoing development through digital media and discussion. This ensures continuity in children's care and learning. Parents say their children make good progress and are ready for the next stage in their education. n The childminder regularly reflects on her practice and takes a positive approach to developing her skills. She completes training to help update her knowledge and considers how she can use this to benefit the children in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen support for older children to help them develop a deeper understanding of mathematical concepts.

p.3

Setting details

Unique reference number EY546968 Local authority Surrey Inspection number 10376072 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 15 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Guildford, Surrey. She provides care for children Monday to Thursday, from 8am to 5.30pm, for most of the year. The childminder holds an appropriate childcare qualification at level 3. She offers funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector took into account the written views of parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 February 2025 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

13 February 2025 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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