Childminder in Surrey

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive in the welcoming and highly stimulating environment. They show great enthusiasm as they participate in the wide range of freely accessible activities. The childminder knows the children exceptionally well, and talks to them about their home lives with interest. She plans and provides activities that reflect children's interests and challenges their learning. For example, as they play with dough, children identify shapes, colours and repeating patterns. The childminder extends their interest by talking about how to make new colours.

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The provision is outstanding

The childminder creates a vast range of opportunities for children to learn through a wealth of high-quality resources and interactions. For example, children develop their physical skills by threading cogs onto shoelaces. While younger children demonstrate an excellent understanding of how to use simple technological equipment with buttons and switches, older children develop fine motor skills through activities such as completing jigsaws and lock and key puzzles.

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The provision is outstanding

The childminder has high expectations of the children and the development that they make. All children, including those with special educational needs and disabilities (SEND), are well prepared for the next stages in their lives. The childminder encourages children to tidy up, wash their own hands and find their own coats and shoes in order to promote their independence. They understand the clear explanations and instructions the childminder gives them. The childminder promotes positive relationships and interactions. Children are kind, polite and learn to share and take turns.

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need to do better?

n The childminder's sensitive approach nurtures children and enables them to learn what is right and wrong. For example, she uses open communication with children and makes suggestions to help them understand how to cooperate with others. n Children make exceptional progress from on their starting points. Through accurate monitoring, the childminder provides the best support for children's progress. For example, children who require support with their speech and language development are encouraged to blow bubbles and use mirrors to look at the shapes their faces are making. This helps them develop the facial muscles to form letter sounds more effectively. n The childminder uses outstanding interaction, narrative and questioning to build on children's learning and language. For example, she clearly explains what is happening with activities and supports children to lead their play and use their imagination. Children engage with the childminder as she reads the story of 'The

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need to do better?

Snail and the Whale'. They listen exceptionally well and join in with the repeated

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need to do better?

13 February 2020 refrains and rhyming words. n The childminder works exceptionally hard to share her expertise with others. For example, she attends childminding playgroups and is developing excellent partnerships with other settings that children attend. As a result, children have smooth transitions into the next stages of their learning. n Children are confident in communicating with adults and with each other. They confidently make up their own role play and sing songs, demonstrating a wide understanding and use of vocabulary. n Children learn about how they need to adjust their behaviour to ensure they and their friends stay happy and safe. For example, they use resources responsibly and actively help to tidy up after themselves. n The childminder gets to know the children and their families before they start. For instance, she provides them with well-planned settling-in sessions and a comprehensive welcome pack.

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need to do better?

n The childminder frequently praises children, which helps to support their self- esteem. She has the skills to know when to support children and when to stand back to allow them to gain independence and achieve for themselves. n The childminder is highly skilled at teaching the children about personal hygiene and how to keep healthy. For example, they take turns to pump soap onto their hands to ensure they are washed clean before they eat, and discuss healthy eating habits. n The childminder reflects exceptionally well on her practice. For example, she has detailed plans in place to improve the children's outdoor learning by growing more vegetables that the children can use in their baking.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a deep and broad understanding of safeguarding policies and procedures. Her excellent understanding helps to ensure children are safe and supported well at all times. The childminder attends regular child protection training to ensure her knowledge is accurate and up to date. The childminder completes thorough checks on her home to ensure the environment is safe and secure. She also encourages children to consider how they play, to ensure they keep themselves and their friends safe.

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Setting details

Unique reference number EY374870 Local authority Surrey Inspection number 10136526 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 5 Date of previous inspection 12 January 2016

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Information about this early years setting

The childminder registered in 2008 and lives in Epsom, Surrey. She operates Monday to Friday from 7.30am until 6pm, all year round, excluding bank holidays and family holidays.

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Inspection activities

n A learning walk was carried out by the inspector and the areas used by the children were checked. n The inspector spoke to the children to gain their views. n The inspector held discussions with the childminder about her childcare practices and how she monitors children's learning and development. n The inspector checked documentation showing how the childminder works in partnership with parents, her public liability insurance and training certificates. n The inspector spoke with the childminder throughout the inspection to establish her understanding of how to safeguard children.

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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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