Childminder in Surrey

Overall effectiveness Good

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

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The provision is good

The childminder provides a warm and caring home that helps children to build an immediate sense of belonging. Children have exceptionally close and trusting bonds with the childminder. She is calm and nurturing, and children enjoy spending quality time with her and the other children who attend the provision. Children are building strong friendships and their behaviour is exceptional. They show each other the utmost respect and kindness, and they share willingly as they play and learn. Children are highly curious and engaged learners. They excitedly access a wide range of resources which help to build on their own emerging interests and choices. The childminder encourages children to have optimal challenges to help them to build high levels of independence. Children have excellent concentration skills. For example, as they engage in stories with the childminder, they stay enthralled for extended periods, asking questions and building on their learning.

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The provision is good

The childminder helps children to learn about the wider world around them and of the similarities in themselves and others. Children go on many outings in the community to explore and investigate the wonders of nature and to help them to build important social skills. For instance, they enjoy their weekly playgroup time and visits to a discovery centre where they hold reptiles, such as bearded dragons.

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need to do better?

n The childminder uses the process of self-evaluation well. She seeks the views and opinions of parents and children to help her to improve on all areas of her provision. This helps the childminder to provide a high level of care and learning opportunities for children. n Children are articulate and have excellent communication and language skills. The childminder is highly skilled in the questioning techniques she uses, to help children to continuously build on the range of words that they use in their play. Children can express their own emotions and worries with ease. They quickly find solutions to problems they encounter in their play and how to negotiate fairly to also meet the needs of others. n The childminder provides exciting resources and activities to help children to be captivated learners. However, she does not make the very best use of her planning to extend and challenge the learning of much younger children to build

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need to do better?

on their own abilities and unique learning experiences. n The childminder precisely plans for her own professional development to continuously update her knowledge and understanding to even higher levels. A recent course has helped the childminder to focus more intently on how she sets the next steps for children's future progress and development. n Children are displaying an increasing understanding of early mathematics in their play and learning. For example, older children are starting to recognise more- intricate shapes, such as 'trapezium', and younger children know to match

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need to do better?

2 March 2020 patterns and colours as they complete puzzles. n Relationships with parents are good. The childminder keeps parents fully informed of their child's learning through use of a daily diary and regular discussions. The childminder builds long-lasting friendships with children and their families. The childminder recognises the importance of building strong partnerships with other childminders to share ideas and suggestions. This additional support helps the childminder to build further on her own practice. n Children make good progress, with some children exceeding the expected levels for their age and stage of development. The childminder closely monitors and tracks the development of children to help her to swiftly identify gaps or further challenges for their learning. The childminder shares information with other settings that children attend, which helps them to have a continuous approach

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need to do better?

towards their future progress. n The childminder helps children to build on their memory recall skills through a love of stories and books. For instance, children enjoy making up their own stories and sharing their family holidays and things they remember. As they look at a book that has pictures of various wild animals, children talk about the different aspects of a safari. Children become excited as they recognise letters that are contained in their own names and those of the other children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in how she would protect the children in her care. She is able to identify the signs and symptoms of abuse, and knows the procedures she would use to report any concerns. This helps to protect the welfare of children. The childminder recognises the importance of keeping her knowledge up to date of changing and wider safeguarding issues, such as extremist views. This includes supporting children to develop an early understanding of how to use technology safely. The childminder uses good risk assessments when on outings, to provide safe environments and to minimise risks to children.

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should:

n plan more effectively to support the learning of much younger children, to challenge their own unique and increasing abilities

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Setting details

Unique reference number EY401608 Local authority Surrey Inspection number 10136577 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 2 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 6 July 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Ash, near Aldershot, Surrey. She operates all year round from 7.45am to 6pm, Monday and Tuesday.

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Inspection activities

n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. The inspector also discussed the arrangements for the safeguarding of children and the childminder's reporting procedures. n A range of documentation was sampled, including suitability checks and children's developmental files and training certificates. n The inspector observed the interactions of the childminder and the children and the impact teaching has on their learning and development. n The childminder and the inspector spoke about her professional development and how she evaluates her provision and the current areas identified for improvement. n The inspector accompanied the childminder on a learning walk around the areas of the home used for the childminding provision. The inspector took account of written comments from parents.

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Inspection activities

2 March 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

2 March 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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