Childminder in Surrey

Overall effectiveness Good

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

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The provision is good

The childminder offers a welcoming environment where children are eager to play and explore the wide variety of resources. Children are imaginative, have a positive attitude to learning and persevere at new skills. For instance, the childminder encourages children to pick up pasta, using tweezers. Children persist for long periods of time to achieve this, and take great pride in themselves when they accomplish their goal. This helps children to develop resilience. Effective settling-in procedures are in place and the childminder knows the children very well. She can confidently talk about their abilities, likes and dislikes and family backgrounds. The childminder has high expectations for children's learning and development. She monitors the progress they are making and knows what they need to learn next.

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The provision is good

Children develop strong bonds with the childminder and are visibly happy, content and safe in her care. They are eager to spend time with the childminder, seeking out cuddles and bringing her toys to play with. Children's behaviour is good. The childminder notices when the children take turns and share, and comments on positive relationships. She treats children with kindness and respect and helps them to learn about respecting and valuing the differing needs of their friends. This helps children to learn skills that help contribute to their readiness for their next stage in learning, including school.

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need to do better?

n Children's communication and language skills develop rapidly. All children enjoy listening to stories read by the childminder. They sit together in the book corner and enjoy being actively involved in the storytelling of familiar books. She models new words to younger children and, when asking older children questions, she gives plenty of time for them to think and respond. This helps to promote children's understanding of language and encourages younger children to develop good early communication skills. n The childminder works in partnership with parents. She encourages the sharing of information with parents and gives daily updates on children's play and learning. The childminder works closely with parents to identify children's initial starting points and capabilities. However, the sharing of information with other settings that children attend is not yet fully effective in promoting a shared

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need to do better?

approach to children's care, learning and development. n The childminder organises her environment to meet the needs of the different- aged children in her care effectively. Children are motivated to learn and remain engaged and focused in activities for long periods. For example, older children concentrate as they create pasta dishes, add herbs and spices and learn words such as 'paprika' and 'oregano'. Younger children explore the texture of pasta and enjoy squeezing and manipulating it as they sort it into different-sized pots.

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need to do better?

6 February 2020 n The childminder supports children to develop healthy lifestyles. Children enjoy nutritious meals and snacks prepared by the childminder. Older children learn routines well and know why they need to wash their hands after playing in the garden and before eating. The childminder takes children on regular outings. For example, they take part in bug hunts, have trips to the woods and attend various group sessions. This helps to build on their physical skills and awareness of the wider world. n The childminder improves children's mathematical skills effectively throughout their everyday experiences. For instance, she extends children's counting skills and encourages younger children to explore and compare size, identifying 'bigger' and 'smaller'. n Children explore sand and use chalks to make marks in a variety of different ways. These activities help to develop the muscles in their hands, in preparation

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need to do better?

for writing. However, the childminder misses opportunities to fully support older children's writing skills so that they make the best possible progress. n The childminder reflects on her practice to identify areas to improve children's learning and meets with other childminders to share ideas to improve her practice. She attends regular training to build on her knowledge and understanding. This has a positive impact on children's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role in protecting children who may be at risk of harm. She is alert to possible indicators of when a child may need help, and knows the relevant agencies to contact for guidance. The childminder has a good understanding of wider safeguarding issues, including the 'Prevent' duty guidance which talks about and identifies people at risk of developing extremist views. The premises are secure and the childminder carries out checks of the indoor and outdoor environments to ensure they remain safe for children to use.

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should:

n strengthen partnerships with other early years settings children attend, to consistently support and complement children's learning and development n provide more consistent opportunities for older children to develop and practise their writing skills.

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Setting details

Unique reference number EY391557 Local authority Surrey Inspection number 10060734 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 6 November 2015

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Information about this early years setting

The childminder registered in 2009. She lives in Hersham, Surrey. The childminder's service is open from 7.20am to 6.30pm on Monday to Friday, for 48 weeks a year.

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Inspection activities

n The inspector and childminder took part in joint observations of children at play to evaluate the learning taking place. n The inspector observed children while they were engaged in a variety of activities and discussed with the childminder what she intended children to learn. n The inspector viewed a sample of documentation, including the information the childminder gathers from parents when their children join the setting. n The inspector talked to the childminder about how she plans children's learning and supports them to gain the skills and knowledge they need for their future education. n The inspector viewed the areas of the home used for childminding. She observed care routines and assessed the impact these have on children's learning.

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Inspection activities

6 February 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

6 February 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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