Childminder in Surrey

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder develops strong relationships with the children through which they feel safe and secure. She sensitively supports children to overcome their worries and helps them to feel happy when they encounter new experiences. For instance, she helps children to feel increasingly confident around animals by providing them with opportunities to interact with a range of animals during regular farm visits.

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The provision is good

Children show high levels of enthusiasm for learning. When the childminder gives them templates to decorate, they instantly busy themselves cutting shapes to use. Children communicate confidently. They eagerly voice their opinions about stories and use language with ease to explain their play.

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The provision is good

The childminder has an in-depth understanding of each child and the progress they make. She has high expectations for what children can achieve and ensures that she challenges and extends learning for all children. When toddlers willingly share and take turns in play without prompting, she engages them in playing board games to extend this further. The childminder uses her strong understanding of children's interests to promote learning. For instance, she uses their love of imaginative play to teach children new words, support their development of social skills and to introduce mathematical concepts, including shape and space.

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need to do better?

n The childminder provides children with wonderful opportunities to understand their emotions and to learn how to communicate how they are feeling. Toddlers develop an advanced understanding of how others feel and begin to show empathy. When a toy dinosaur falls over, they discuss how it feels sad and talk about how they can make it feel better. n Children develop a strong understanding of who they are and what makes them unique. The childminder teaches children about other cultures and beliefs exceptionally well. For example, children enjoy dressing-up days where they wear clothes related to a country that is special to them. Children learn to respect each other and reflect this greatly in their play. For instance, they happily allow friends to share their special toys and show respect for each other's things. They have a quick hug of their friend's comforters and quickly give them back. n The childminder uses high-quality observations to help her understand what

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need to do better?

children need to learn. For example, when children discover vehicles that they are unfamiliar with, she provides input to help them learn about the purpose of the vehicle. n The childminder uses effective teaching strategies to support children's progress. This includes through modelling actions and using questions well to encourage

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need to do better?

13 January 2020 children to speak in sentences. However, at times, the childminder does not act on opportunities to extend children's thoughts further by encouraging them to work out the solutions to problems that arise in their play. n The childminder reflects actively on the quality of her practice and takes effective action to further improve the outcomes for children. She discusses how she has made changes that have encouraged more active play and have supported less confident children to take risks. This includes sinking a trampoline into the ground to help children feel safer and more secure. The childminder uses meaningful training opportunities to enhance her practice. She has recently attended training that has helped her to consider how best to meet the needs of toddlers. n The childminder shows skill in supporting children's speech and language skills. She understands well activities that promote conversation and uses these with

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need to do better?

great effect. This is clear when children chat about the story they are enjoying and learn new words to describe the characters. The childminder consistently repeats back what they have said to give recognition, to model the correct pronunciation and to extend. n The childminder establishes strong partnerships with parents through which she gains a wide understanding of children's experiences, interests and progress. She communicates effectively with parents to ensure they understand how they can support children's learning at home. She enables this with focused guidance and, at times, the sharing of resources. The childminder acts as a huge support to parents in supporting children's well-being and helping them to stay emotionally stable when changes occur in the home. n The childminder recognises the benefit of partnership working. She works well with the staff in the other settings children attend. This helps her to understand

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need to do better?

fully the experiences children are having and the progress they make.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a confident understanding of how to safeguard children. She understands fully how to recognise if a child's welfare is at risk. She actively updates her knowledge of safeguarding procedures in her local area to ensure that she understands precisely how to act if she needs to protect a child. The childminder consistently guides children on risks that they may experience in life and helps them to understand how to stay safe. For example, when they make 'candles' for play dough birthday cakes, they talk about the danger of flames and how candles can be hot.

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should:

13 January 2020 n enhance further the opportunities for children to develop critical thinking skills and help them to use these to solve problems that arise in their play.

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Setting details

Unique reference number EY425625 Local authority Surrey Inspection number 10136667 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 6 Total number of places 6 Number of children on roll 7 Date of previous inspection 22 September 2015

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Information about this early years setting

The childminder registered in 2011. She lives in Redhill, Surrey. She operates Monday to Friday, 7.30am to 4pm, term time only.

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Inspection activities

n The childminder talked to the inspector about her aims and how she uses her environment to achieve these. n The inspector observed children and discussed with the childminder the progress they have made from their starting points. n The inspector checked that statutory documentation is place. n Parents shared their feedback through written reviews that the inspector took into account. n The childminder reflected on children's learning and her own practice during a joint observation 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

13 January 2020 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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