Childminder EY550971

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 broad curriculum which is tailored to children's individual interests. This helps to give children a variety of play opportunities and experiences which successfully support them to develop the skills they need for their future learning. Children develop positive attitudes to learning and behave well. They are keen to try new activities and concentrate well, as they become absorbed in their play. The childminder places a strong focus on promoting children's communication and language skills. She skilfully captures opportunities to build on children's growing vocabularies, to help them to rapidly learn and use new words as they talk with her. Children make very good progress in their speaking and listening skills. They are confident and articulate communicators.

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The provision is good

The childminder provides a homely environment for children, where they feel happy and safe. The childminder has high expectations for children, in particular how they can benefit from experiences which broaden their understanding of the world and living things. For instance, she provides opportunities for children to visit local museums, to explore local woodlands and to use hands-on experiences, such as learning about snakes and spiders. This helps to develop children's awe and wonder of the world they live in.

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need to do better?

n The childminder develops good relationships with children. Children are well cared for, happy and confident in the childminder's care. This helps to support children's emotional well-being effectively. n Partnerships with parents are good. Parents speak very positively about the childminder. They value the regular exchanges of information about children's activities, learning and progress, which the childminder shares with them. Parents comment on the consistent progress they see in their children's confidence and attribute this to the good level of care and learning which the childminder provides. n Children make good progress in their physical skills. The childminder encourages them to be confident and competent in learning how to complete some age- appropriate routines independently. For instance, she teaches younger children how to wash their hands before they sit to eat. She helps them to confidently

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need to do better?

and safely use a knife to cut up their banana at snack time. These skills contribute to children learning how to be increasingly independent in managing their own personal needs. n The childminder promotes children's language skills well. She talks to children during activities, introducing a wide range of new language. She successfully helps children to repeat back words and to use them in their play. For instance, the childminder teaches children the names of colours, helping them practise

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need to do better?

19 November 2019 sounding out 'yellow' and 'pink' correctly. Younger children make very good progress in their language skills. They consistently learn new language and speak confidently. n The childminder place a strong focus on building children's physical skills. She plans activities which help children to gain good coordination skills, both in their large-muscle skills and in control of their hand muscles. For instance, younger children gain good coordination and control as they fill pots with small water beads, using spoons. They enjoy painting using a variety of different-sized brushes. These skills contribute to children's good physical dexterity and support them to develop the skills they need for writing, when the time comes. n The childminder uses accurate observations and assessments to plan for children's learning. This has a positive impact on how she provides activities which are tailored to children's individual next steps in learning. However,

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need to do better?

sometimes, the childminder does not consider how to give children more time to explore and independently learn during some activities, to help them to think and develop ideas for themselves. n Self-evaluation is used by the childminder to continue to build on the quality of her provision. For instance, the childminder has developed resources and activities which help children to learn about other cultures and communities. This helps children to learn how to respect and value the differences between themselves and their friends. However, the childminder does not consider how to develop her own teaching skills to the fullest extent.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder gives children's safety paramount importance. She maintains a safe and secure environment for children to play and learn in. The childminder keeps up to date with her local safeguarding procedures. She makes good use of training to understand how to identify if children are at risk of harm, including from extreme views and ideology. The childminder knows how to report concerns about children's welfare, following her robust safeguarding routines. This helps to ensure that children are kept safe.

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should:

n give children more time during activities to explore independently and extend their own learning n focus professional development more precisely on gaining skills and knowledge that can be used to enhance the support for individual children's learning needs.

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Setting details

Unique reference number EY550971 Local authority Surrey Inspection number 10126951 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 1 to 5 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 Weybourne, Farnham, Surrey. She provides care for children Tuesday to Thursday, from 7.30am to 6pm, for most of the year.

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Inspection activities

n The childminder and inspector talked about the curriculum, teaching and children's individual learning and progress. n The childminder showed the inspector around the areas of her home that are used for childcare. n The inspector spoke to children and the childminder at appropriate times during the inspection. n Parents provided their written views of the childminder's service, which the inspector took account of. n The inspector observed children in activities and discussed with the childminder the impact these activities had on children's next steps and overall progress.

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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

19 November 2019 19 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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