Childminder in Surrey

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

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The provision is good

The childminder creates a warm and homely environment in which children feel safe and secure. Children spend their days smiling and happily join in with the activities the childminder provides. If they become tired or sad, children are easily comforted with a hug from the childminder, who attentively ensures their needs are met.

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The provision is good

The childminder forms strong relationships with parents and ensures their views and preferences are central to everything she does with the children. For example, she understands how children behave at home. She supports parents sensitively to provide consistent routines that promote children's well-being and help them to manage their behaviour more effectively. This includes guiding parents to provide good bedtime routines.

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The provision is good

The childminder works with a co-childminder. Together, they ensure that they understand each child as an individual. The childminder knows what children can do and continues to move them forward to prepare them well for their future learning. For example, when older children show an interest in books and begin telling stories from the pictures, the childminder provides simple reading books to help them to begin to recognise that text carries meaning. Children show confidence and independence as they play and learn. They eagerly attempt to carry out tasks by themselves, such as preparing fruit for snack, and learn how to use tools safely and with control.

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need to do better?

n The childminder values each child as an individual. Children feel pride as she talks to them about their home lives and celebrates their backgrounds. The childminder helps children to understand differences that exist in communities beyond their own. For example, she welcomes parents to share aspects of their home cultures, including foods, and represents children's additional languages in the setting. n The childminder teaches children how to keep themselves healthy, such as by helping them to understand how to dress appropriately for the weather and how to manage their own dental hygiene. n The childminder develops strong relationships with parents through which she establishes effective partnerships to support children's progress and well-being. The childminder shares her well-considered assessments of children's progress with parents to help them to understand what children's next steps in learning

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need to do better?

are and guides them in supporting learning at home. The childminder acts as a great support to parents and they welcome her advice. For example, she works with parents to establish consistent strategies to reward positive behaviour and

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need to do better?

10 October 2019 to support children's emotions. n Children benefit from good opportunities to learn new words and to develop language skills. The childminder promotes children's speech development as she engages them in activities such as sharing books. She uses these effectively to teach children new words. Toddlers enjoy looking at pictures and naming the things they can see. They try hard to say the words and repeat them with more clarity once the childminder has modelled the correct pronunciation. n The childminder supports children to learn skills to help them in their future learning. She teaches children about mathematical concepts, such as counting and size, as children talk about how much water they have collected in buckets. However, at times, the childminder does not extend opportunities for children to develop their problem-solving skills as fully as possible. Children have good opportunities to build their hand strength and to manage to control tools. This

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need to do better?

helps them to develop the physical control they need in preparation for writing, at a later stage. n The childminder works well with her co-childminder to consider how they can improve the outcomes for children. Together, they reflect on children's needs and how they can meet these better. For example, the childminder has adapted her teaching skills effectively to allow children more time to consider their thoughts in response to the questions she asks. She has noticed that this is beneficial in allowing children the time to work out words they need to express their thoughts. n The childminder often directs children's play and learning through resources and activities that have a specific purpose. Children do not have enough opportunities to learn through their self-initiated play or through testing out their own ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands well how to safeguard the children in her setting. She recognises the signs that may indicate that a child is at risk of harm. She learns about changes in local safeguarding procedures and updates her policies to ensure that she always knows how to protect a child if she has a concern. The childminder ensures that her home always remains safe and clean. She actively updates her knowledge and understanding of her role and updates her risk assessments in accordance with her findings. For example, she has recently developed more robust security systems to protect the children further and to see who is at her door.

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should:

10 October 2019 n provide children with more opportunities to develop their problem-solving skills n allow children more opportunities to lead their own learning and to build on the ideas they form as they play and explore.

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Setting details

Unique reference number EY481808 Local authority Surrey Inspection number 10115756 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 0 to 3 Total number of places 6 Number of children on roll 7 Date of previous inspection 9 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Horley, Surrey. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk with the childminder and her co- childminder where they told her about their ethos and how they achieve this. n The childminder showed the inspector her statutory documentation, including her qualifications. n Parents shared their views through written feedback that the inspector took account of. n The inspector observed children engaging in activities and play. She discussed with the childminder the progress children have made from their starting points. n The childminder reflected on her practice during the inspection and discussed children's learning with the inspector.

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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 October 2019 10 October 2019 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

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