Childminder EY433616

Overall effectiveness Good

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

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The provision is good

The childminder is a good role model. Children respond extremely well to her particularly gentle and affectionate approach to their care. The childminder continually offers children loving interactions which help them to feel settled, safe and happy. Children develop excellent levels of emotional well-being. Their behaviour is excellent. They play amicably together and older children are extremely kind and considerate to younger children. This is evident when older children pour their own drinks then encourage the younger ones to pour theirs too, praising them as they do so without spillages. The childminder works well with her co-childminder, who is her husband. They work together to prioritise children's personal development from the start. Children learn to share and take turns well.

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The provision is good

The childminder teaches children how to manage their own safety and risk effectively. For example, children learn how to safely negotiate the steps to the back garden. They learn how to clean the table before meals as germs may not be seen. The childminder teaches children about good dental hygiene and how to keep their teeth healthy by demonstrating how to clean them effectively. She explains how too much sugar can have a detrimental effect on their teeth. Children learn good hygiene practices.

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need to do better?

n Children develop good independence skills. For instance, they learn to put their own shoes and coats on and begin to manage small tasks on their own. Children sit and listen attentively to the childminder when she is talking. They follow simple instructions and are prepared well for school. n Children develop confidence in their language and communication skills. The childminder engages children in conversations. She introduces new words and helps children to increase their sentences and introduces rhyming words. Children enthusiastically share stories and sing songs, which helps them to develop early literacy skills. n The childminder uses practical activities to support children's understanding of mathematical skills. For example, children explore, weigh and learn to balance different stones using a pair of scales inside. The childminder extends this activity well by encouraging children to use a see-saw outside to compare their

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need to do better?

own weights. This helps children develop a better understanding of the concept of balance in a practical, fun format. n The childminder monitors children's learning effectively, which helps her quickly identify when a child may need additional support. This helps to minimise any gaps in children's learning and development. n The childminder has developed good partnerships with parents which contribute towards a consistent approach to meeting children's needs. This helps children

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need to do better?

22 January 2020 to settle quickly and feel secure at the setting. n The childminder teaches children good skills for the future. They sit at the table, learn to use a knife and fork, and eat well-balanced and nutritious home-cooked meals. The childminder supports children's understanding of healthy eating well. n The childminder plans a wide range of activities to meet children's interests. For example, children learn to count and identify shapes and explore weights and measures. They begin to learn early mathematical language, such as 'heavier' and 'lighter'. n Children have good opportunities to be physical, for example as they play in the garden, use the scooters and use balls to practise throwing. n The childminder seeks the views of parents, children and her co-childminder. However, she does not always make the best use of professional development opportunities to strengthen her knowledge and practice even further.

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need to do better?

n Parents' comments show they are happy with the care the childminder provides. They value the 'warm, nurturing and fun setting' and are very happy with their children's progress. n The childminder supports children to do things for themselves. For example, a child tries to undo a screw top. The childminder demonstrates the action required and the child successfully undoes it. Children are well supported to persevere in their play. n Since the last inspection, the childminder has strengthened the opportunities for children to learn about the similarities and differences between themselves, other people and communities. Children learn to respect others and build a positive view of diversity. For example, children celebrate different festivals and sample food from other cultures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is vigilant and supervises children well. She has a secure knowledge of the signs and symptoms of abuse and neglect. The childminder is also familiar with wider safeguarding issues, such as extremist views and behaviours, and the impact these may have on children's safety and well-being. The childminder knows what to do, and who to contact, if she has any concerns about a child's safety or welfare. The childminder ensures the environment is checked and any hazards are minimised to provide a safe environment for children. The childminder's home is secure and well maintained.

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should:

n strengthen ways to enhance professional development and practice to an even higher level.

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Setting details

Unique reference number EY433616 Local authority Surrey Inspection number 10136687 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 3 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 14 January 2016

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Information about this early years setting

The childminder registered in 2011. She lives in Walton-on-Thames, Surrey. The childminder operates Monday to Thursday, from 7.30am to 6pm, all year round, except for family and bank holidays. The childminder receives funding to provide free early education for children aged three and four years. She works in partnership with her husband, who is also a registered childminder.

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Inspection activities

n The inspector toured the premises and observed the impact of teaching on children's enjoyment and development. n The inspector sampled documentation, including children's development records and policies and procedures. n The inspector viewed the play spaces and observed interactions between the childminder and children. n The inspector talked to children at appropriate times during the inspection.

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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

22 January 2020 22 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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