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 Not applicable

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The provision is good

Children are happy and secure in the childminder's care and enjoy close relationships with her. They seek her out to share their experiences and enjoy listening to the childminder read a range of stories. The childminder is animated and enthusiastic. She successfully involves children in her storytelling as they anticipate what might happen next, turn pages and eagerly lift up flaps. The childminder teaches the children how to take turns, share and listen to each other.

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The provision is good

The childminder plans the play environment so that it is safe and children have space to explore. Resources are stored at a low level, which helps promote children to make independent choices in their play. The children enjoy playing role play games with the childminder. For example, children make cups of tea in the play kitchen and talk about the delicious pretend bagels and chocolate.

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The provision is good

Children are motivated to learn. They are beginning to show increased levels of concentration for their age. The childminder has clear expectations for behaviour and plans suitably challenging learning activities for the children. However, the childminder needs to allow the children to develop their resilience when managing relationships with their peers. Examples include learning how to react to other children during conflict and solving simple problems for themselves.

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need to do better?

n Children develop strong relationships with the childminder and are happy in her care. The childminder is caring and sensitive, and responds attentively to their individual needs. She provides children with nurturing affection and supports their emotional well-being very well. n The curriculum provided by the childminder gives children a broad range of activities that motivate learning and capture their interests. This helps children to make good progress in their learning. However, at times, there is scope to develop even further the range of experiences that are provided, to extend the concentration span in the youngest children. An example is allowing children time to work out simple problems before stepping in with solutions. n Positive behaviour is actively encouraged. The childminder is a positive role model who children respect. She has consistent boundaries in place and talks to the children in a calm and caring manner. She works with parents to promote

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need to do better?

consistency in helping children to manage their behaviour. n The childminder regularly networks with other childminders to share good practice and information about training opportunities and discuss activities that they provide. Although the childminder completes professional development training, it is not specific to the children in her care, which has little impact on children's experiences.

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need to do better?

13 February 2020 n Children enjoy a range of fresh fruit and vegetables daily, and learn about the importance of being healthy. They plant seeds and bulbs in the allotment and learn about growing their own food. The childminder models good hygiene routines, ensuring children wash their hands before mealtimes and after using the toilet or nappy changes. n Children have plenty of opportunities to be active and spend time outdoors. For example, they visit the local park, soft play centres and places of interest, such as bird world. This helps children develop knowledge of the world around them. The childminder has plans in place to develop her garden to further support children's learning in the outdoor environment and sensory experiences, by using herbs and lavender in raised beds. n The childminder demonstrates a good understanding of how children learn. She observes and assesses children's learning and identifies what they need to learn

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need to do better?

next. The childminder uses praise and encouragement and acknowledges children's achievements. She uses opportunities to engage children in conversations about similarities and differences between people. This helps children gain an understanding of their own identities and uniqueness. n Parents speak very highly of the care that their children receive. They say that their children are developing very well, in particular their speech and vocabulary. The childminder shares her assessment of children's learning with parents and invites them to comment on what children have learned and what they need to learn next.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge up to date, for example by attending regular training. She has a comprehensive knowledge of the indicators of possible abuse, and the procedures to follow should she have a concern about a child's welfare. The childminder understands the wider safeguarding issues, including grooming and exploitation, and how to help keep children safe from harm. She knows what to do should there be a complaint or an allegation made against her or a family member.

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should:

n identify specific training needs in order to enhance the learning opportunities for all children n enhance the opportunities children have to develop greater resilience when managing social situations and relationships with peers n explore techniques to develop the concentration spans of the youngest children.

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Setting details

Unique reference number EY550827 Local authority Surrey Inspection number 10143655 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 3 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. She lives in Ash, Aldershot, Surrey. The childminder's provision operates Monday to Thursday from 8am to 6pm all year round, except for family and public holidays.

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Inspection activities

n The inspector and childminder completed a learning walk to understand how the early years provision, resources and curriculum are organised. 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 looked at a range of documentation, including evidence of the suitability of persons living in the home. She also discussed the childminder's safeguarding procedure. n A learning discussion was held with the childminder about her intent for children's learning.

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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 February 2020 13 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

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

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