Petters, Sarah Louise

This provision meets requirements

Children play incredibly well together and are visibly happy in the childminder's care. She is a strong role model and has high expectations of children. They enjoy a wide range of interesting activities that capture their attention quickly. They are keen to see what the childminder has planned, as well as selecting their own toys and resources. Older children are extremely kind and caring. They listen attentively to the younger children and are incredibly patient. For instance, the youngest children eagerly ask older children to help them to play a range of board games. Older children help them to learn the rules of games, demonstrate how to follow instructions and encourage them to take turns.

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This provision meets requirements

Children develop warm relationships with the childminder and listen carefully as she talks to them. They respond kindly to her. She shows genuine interest in their day, asking about their lessons and which activities they have been taking part in. Children develop high levels of self-esteem and demonstrate that they feel safe and secure. For instance, they eagerly show visitors their completed artwork and talk about how they created it and share their achievements from school.

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need to do better?

n Children have access to a wide range of resources which encourage them to make their own choices about their play. Children's voices are well respected. The childminder ensures that they are given plenty of time to make their own decisions and encourages them to share their ideas. For instance, some children enjoy taking part in arts and crafts, others like using construction toys and some choose board games. n The childminder provides activities that excite children to take part. For instance, children are eager to take part in creative activities, such as making their own poppies. Children concentrate extremely well and take great time and care to construct individual leaves on the poppies and explain where the leaves and stem must be located. n Children develop a positive attitude to their learning. They concentrate extremely well and persevere at tasks. They set themselves challenges and work together to find solutions to problems. For instance, they collaborate to create

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need to do better?

constructions from building bricks and work together to develop their models. n Children's behaviour is exceptionally good. Children develop strong friendships across ages, genders and schools and are incredibly kind and considerate. Children are very kind to one another. For example, older children explain what more complicated words mean to younger children, help them with tasks and invite them into their games. n Settling-in arrangements support children to build strong bonds with the

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need to do better?

11 November 2019 childminder. They are excited to see her when she collects them from school and eager to share information about their school day with her. For instance, children eagerly hold up the items that they have made in cooking to show her and tell her about their favourite lessons. n Parent partnerships are effective. Parents speak highly of the childminder and the good standards of care that their children receive. Parents comment on how professional, reliable and considerate the childminder is and the wide range of activities that she provides. They praise the friendly environment and the good understanding the childminder has of their children. They speak highly of the excellent communication and support that they receive. n The childminder regularly reflects on her practice. She seeks the views of parents and children to help her identify her strengths and areas for improvement. For instance, since her last inspection, she has developed quiet

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need to do better?

spaces for older children to enjoy crafts and used children's feedback to develop her resources.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder talks confidently about signs and symptoms that may indicate a child is at risk of abuse or neglect. She knows her responsibility to report any concerns about a child's safety or well-being swiftly. The childminder continues to attend statutory training in safeguarding and wider child protection issues. She supports children to develop a good understanding about road safety. Younger children listen well to instructions as they approach roads. Older children tell her that they need to 'look both ways' before crossing.

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Setting details

Unique reference number 121100 Local authority Surrey Inspection number 10108437 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 4 to 12 Total number of places 6 Number of children on roll 13 Date of previous inspection 10 March 2015

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Information about this early years setting

The childminder registered in 1995. She lives in Horsell, Woking. She operates her service from 8am to 9am and from 3pm to 6pm, Mondays to Thursdays, during term time. In the school holidays, she offers care from 8am until 6pm, Monday to Thursday.

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Inspection activities

n The childminder gave the inspector a tour of areas of her home that are used by children and explained how she organises her setting. n The inspector observed the childminder and children as they played. She listened to their interactions and talked to them at appropriate times. n The inspector joined the childminder to collect the children from school and observed how she promoted children's personal safety. n The inspector read written feedback from parents and took account of their views.

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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

11 November 2019 11 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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