Childminder EY552079

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 and her assistant create exciting learning opportunities that motivate children to lead their learning successfully. They have high expectations of what children can achieve and work as an effective team to promote children's enjoyment in learning. Children settle quickly, are happy and show a strong sense of belonging. They share their thoughts and ideas confidently, and know their views matter and are acted on.

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The provision is good

Children's behaviour is good, and they have a very positive attitude to learning. They enjoy playing alongside one another, with the childminder developing their understanding effectively of sharing and turn taking. The childminder and her assistant promote children's love of literacy and rhyme well. For example, they share familiar stories and recite traditional rhymes. The use of musical instruments develops a strong sense of rhythm. Children delight in the performance opportunities, cheering each other on as they sing nursery rhymes.

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The provision is good

Children demonstrate remarkable confidence as they explore the learning activities on offer. The childminder and her assistant support children to learn key skills in readiness for their move on to school, for instance recognising sounds that represent letters of the alphabet. She provides opportunities that encourage children to listen and pay attention.

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need to do better?

n The childminder and her assistant promote a nurturing environment that values and supports children's emotional well-being. They encourage children to discuss their feelings and to help them understand the impact of their actions on others. Children learn about the importance of good behaviour and manners. They learn about foods that are healthy for them and what they can do to stay safe, including when using technology. The childminder works effectively in partnership with parents to promote children's independence in toileting, putting on coats and ensuring their good health. n Children choose what to play with and are motivated to learn throughout the day. They actively engage in manipulating dough while the childminder questions them about colours and shapes of cutters they use. All areas of learning are promoted well. However, the childminder does not maximise opportunities to promote children's understanding of counting and numerals.

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need to do better?

n Activities outside of the home, such as trips to the beach and local woodland, boost children's learning. The childminder plans each outing carefully to ensure that children gain from the hands-on learning experience. For example, children are taught to take care of the environment when visiting the woods. The childminder promotes children's imagination effectively by discussing how fairies

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need to do better?

14 January 2020 might live in toadstools. Children learn to take risks when climbing over moss- covered logs. This helps promote their independence and problem-solving skills. n The childminder and her assistant have high expectations for all children. They regularly check what children know and can do to make sure they are making good progress. The childminder and her assistant use this information to decide what children need to learn next. They have clear goals for all children to help get them ready for starting at school and nursery. They share information with other settings that the children attend, to ensure continuity of care. n Children are developing very good language and communication skills from a young age. The childminder uses English alongside a shared home language, at times, to help children to continue their understanding and ensure that their home language is valued. They listen well to the childminder and are confident

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need to do better?

speakers. Children use well-structured sentences to talk about what they are doing. For instance, they happily discuss building rockets with bricks and cutting imaginary food. n The childminder uses training to keep her knowledge fresh and up to date. However, at times, the training is more reflective of her own interests rather than the needs of the children, for example her desire to work with children with special educational needs. She is passionate about early education and strives to provide the best start for children in her care. The childminder continually reviews her environment to make sure resources are accessible and meet children's needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant demonstrate a secure understanding of the signs that may indicate a child is at risk of harm. They have a secure knowledge of the procedures to follow if they have any concerns about children in their care. The childminder and her assistant promote children's safety well, for example, by minimising hazards in spaces where children play and undertaking effective risk assessments to ensure that children are safe in the home and outside. They complete regular safeguarding training to support their understanding of new legislation and any changes to procedures.

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should:

n identify training needs more accurately in order to enhance the learning opportunities for children n develop opportunities during play to help further children's mathematical skills, such as counting and using numerals.

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Setting details

Unique reference number EY552079 Local authority Surrey Inspection number 10127007 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 4 Total number of places 5 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Mytchett, in Camberley, Surrey. She operates her service from 7.30am to 5pm on Monday to Friday for most of the year. The childminder works with an assistant, and both hold relevant qualifications. The childminder is in receipt of funding for the provision of free early education to children age two, three and four years.

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Inspection activities

n The inspector looked at children's records, photographs of learning activities and qualifications of adults. n A joint observation was carried out by the inspector and childminder. n The inspector took into account the views of parents and children during the inspection. n The inspector completed a learning walk in the setting to understand how the curriculum is organised and resourced. n A discussion was held with the childminder about how she intends to plan for children's learning. n The inspector observed daily routines and viewed the areas of the house that the childminder uses.

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Inspection activities

14 January 2020 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

14 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

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