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

Children are extremely content and enjoy their time in a stimulating and nurturing environment. They can independently access a wide range of resources to play with. As a result, they are constantly busy and spend significant amounts of time engaged in activities of their choosing. The childminder provides children with clear and consistent messages about expected behaviours within the setting. She is a good role model and provides lots of opportunities for children to play together and develop their social skills. Children behave well and demonstrate an understanding of the importance of sharing and taking turns. They clearly enjoy spending time in the company of each other and the childminder.

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The provision is good

Children develop important skills from a young age to help them in readiness for their future learning. For example, they sit together and serve themselves from a range of options of fresh fruit which they help to chop at snack time. They learn how to manage their own care needs, such as blowing their own noses. Children know how to keep themselves and each other safe as they play. The childminder constantly interacts with children, asking them questions to help develop their communication skills and extend their learning during activities. Children animatedly hold conversations with the childminder and each other as they play. For instance, they talk about bonfire night celebrations and the noises and colours the fireworks make in the sky.

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need to do better?

n The childminder provides a varied curriculum that helps children to develop a wide range of skills and knowledge across all areas of learning. She knows the children in her care and their individual needs very well. She accurately assesses what children know and what they need to do to achieve the next steps in their learning. However, at times, the childminder does not use this information precisely enough to take account of all children's individual needs, for example when planning some adult-led activities. As a result, there are occasions when children are not as well supported in achieving the best possible outcomes in their learning. n The childminder has high expectations of the quality of care and teaching she wants to provide. She is very reflective of her practice. She regularly considers how she can improve the quality of the learning activities she provides, including gaining feedback from parents. She is keen to develop her skills and knowledge

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need to do better?

to improve the quality of her teaching further. However, she has not fully recognised all enhancements she could make to her practice to help all children make as much progress as possible, for example to help those children who need more support with their speech development. n Younger children have opportunities to develop an early understanding of

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need to do better?

4 November 2019 mathematics during enjoyable activities. For example, during a water and sand tray activity, they learn concepts such as 'full' and 'empty' when they transfer water between different containers. They concentrate intently as they count how many scoops of sand are needed to fill a sandcastle mould and compare whether some scoops are big or small. n The childminder has formed strong partnerships with parents, who comment very highly on the wide range of interesting activities provided for their children. They particularly value the settling-in process which the childminder tailors to meet the individual needs of the children who attend. She gathers detailed information from parents and carers prior to children attending. This helps the childminder to meet children's needs from the start, and supports children to settle in their new environment as quickly as possible. Children are very secure

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need to do better?

and settled. They seek out the childminder for cuddles and comfort if needed, which she provides readily and with affection. n Children enjoy exploring sounds as they play with musical instruments. The childminder guides and encourages them to work things out for themselves and to persevere, for instance when they struggle to blow whistles. Children giggle excitedly when they achieve their goal and enjoy the sounds they make. They develop their physical skills as they learn how to control their bodies. They enjoy making different sounds with guitars, as they shake bells, and as they dance to their own music.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides a safe and secure environment for children to play in. She provides children with clear messages about how to play safely. For example, she reminds them to take care when running in case they hurt themselves or each other. The childminder conducts regular fire drills so that she can both safeguard children and so that they know how to keep themselves safe in the event of a fire. She has a very clear understanding of the signs which could indicate a child is at risk of harm, such as by being exposed to extreme views or behaviour, and where to report those concerns to.

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should:

n make better use of information gathered from assessments so that adult-led activities meet children's individual needs more precisely, and help them to make the best possible progress in their learning n enhance practice further so that children who need more support with their speech development catch up with their peers at the highest possible rate.

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Setting details

Unique reference number EY545938 Local authority Surrey Inspection number 10099596 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Ashford, Surrey. She offers her service Monday to Friday from 7am to 6pm, excluding bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder completed a learning walk and discussed how the childminder organises the care and education she provides for children. n The inspector completed a joint evaluation of an activity with the childminder and discussed this with her. n The inspector took account of written communication from parents to find out their views on the quality of care and education provided. n The inspector sampled some documents, including medicine records and certificates of training.

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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

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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