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 Not applicable

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The provision is good

The childminder provides a warm, welcoming and homely environment where children feel safe and secure. Children have formed strong relationships with both the childminder and his co-childminder, and demonstrate that they are emotionally secure. They smile and laugh as they independently move around the environment. Children access toys and resources freely and happily direct their own play. The childminder follows the children's lead and supports them in making decisions about their learning through play. He has high expectations for children's learning and development. He monitors the progress they are making and knows what they need to learn next.

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The provision is good

Children behave well. The childminder understands children's unique personalities and takes them into account when setting boundaries. He teaches children to be polite and kind to others. He sensitively helps children to resolve disagreements over toys by offering simple instructions, such as to take turns and share. He recognises and praises children's achievements, which supports their confidence and self-esteem.

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The provision is good

The childminder and his co-childminder work closely together. They gather information from parents in order to follow their preferences regarding their children' care routines. The childminder promotes a continuous two-way flow of information with parents to support their children's learning at home. He keeps in regular contact with parents throughout the day, and shares photographs and observations of children's activities. In addition, he seeks and responds to the views of parents and children. This helps him to meet children's individual needs, and review and improve his service.

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need to do better?

n The childminder observes children closely to assess their development and identify any gaps in their learning. He has a good understanding of how to support children's development. For example, he takes children to playgroups as a way to help them develop their social skills and build relationships with other children. This also helps them to learn about the wider community and people whose experiences may be different from their own. They go on regular walks, travel by bus, and visit the library and nearby parks. Children learn about how to cross the road safely. n Children are engaged and motivated to learn. For instance, they respond positively to a story with the childminder. They listen well and ask questions, such as 'What is it?'. The childminder provides numerous opportunities for children to listen and join in with stories. Children remain focused and engaged, talking about what they see.

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need to do better?

4 November 2019 n The childminder generally supports children's learning well. For example, he introduces new words to help develop children's growing vocabulary and support their language development. The childminder weaves early mathematical concepts into everyday activities. Children learn to count, group items together and use positional language during play, such as matching, naming and sorting different types of cars. However, on occasion, the planning and delivery of some activities do not provide children with sufficient challenge to help them make the best possible progress. n The childminder understands the importance of promoting healthy lifestyles for children. He works alongside parents to ensure that children's meals are balanced and contain a good range of healthy foods. Children become independent and begin to manage their personal care. For example, they feed themselves at mealtimes and learn to take off their shoes and coat. This helps

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need to do better?

children gain the skills they need for moving on to pre-school or school. n Partnerships with other settings are effective. The childminder values the importance of sharing information with the local schools the children attend. This helps to support a consistent approach to their learning and development. n Children choose from a range of activities that help them develop their concentration and attention span. They draw lines and circles on paper, developing good hand-to-eye coordination. The childminder encourages children to take time to think about the size and shape of the construction bricks and how the pieces fit together. These activities promote children's small-muscle skills and help prepare them for early writing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs and symptoms that may indicate abuse to children. He understands the procedure he must follow to report any concerns about a child's welfare. The childminder attends training to help him to maintain a secure understanding of safeguarding issues. He identifies potential risks in the environment and addresses these promptly. The childminder teaches children to keep themselves safe, for example when out walking and crossing the roads. This helps the children to gain a good awareness of how to be safe and to play safely.

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should:

n focus more precisely on curriculum planning and identify how to consistently challenge and extend children's learning to the highest level.

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Setting details

Unique reference number EY542930 Local authority Surrey Inspection number 10093116 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 2 to 8 Total number of places 6 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 Walton-on-Thames in Surrey. He works with another registered childminder. They work from 7am to 7pm on Monday to Thursday, during term time only.

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Inspection activities

n The childminder discussed with the inspector his curriculum, children's learning and how he plans for children's progress. n The inspector spoke with children at appropriate times during the inspection. He discussed with the childminder how he establishes effective partnerships with parents. n The inspector observed the quality of teaching during activities and assessed how the childminder promotes children's learning. She discussed a joint evaluation of an activity with the childminder. n The inspector looked at evidence of the suitability of the childminder and other household members. n The childminder discussed his self-evaluation and how he drives ongoing improvement in his setting.

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Inspection activities

4 November 2019 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

4 November 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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