Rowe, Sandra Jane

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 flourish in this extremely engaging and stimulating environment. They have access to two dedicated playrooms, which are very thoughtfully arranged to meet the needs of children of different ages. Children use their imagination as they play with the extensive resources on offer. They have binoculars and recall how they have previously spotted a birds nest in the garden. They become engrossed in their role play and pretend to 'stomp' like dinosaurs. They learn that some dinosaurs could swim and those with sharp teeth are called carnivores and those that ate plants are called herbivores. The childminder extends the learning extremely well. For example, children learn that a fossil is the preserved remains of a once living thing 'imprinted' in rock. Children learn about the seasons and how the heat melts ice and that when water steams it is 'boiling'. Children demonstrate very positive attitudes to their learning.

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The provision is outstanding

The childminder is extremely consistent in the messages she gives to children. They have a very clear understanding of her expectations and the reasons for rules. Children's behaviour is excellent. Older children role model exemplary behaviour to the younger ones. For example, they explain that it is kind to share. Children are exceptionally happy and full of enthusiasm. The childminder provides them with warmth and affection to help them feel valued and safe.

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need to do better?

n The childminder reflects extremely well on her practice to ensure children reach their full potential. She has excellent skills in teaching children and plans fun activities to build on what children already know. For example, children excitedly count the claws and feet of a dinosaur. They search for numbers in the garden and jump enthusiastically to correctly match the number they have found. They learn about three dimensional shapes and recognise a semi-circle. The childminder combines music with mathematics, for example to help children learn a simple one two beat. Children have a very good understanding of early mathematical concepts. n The childminder provides rich and varied imaginative experiences for the children in her care. For example, regular days out include visits to the zoo, the sea life centre and a local care home, and den building in the local parks. Children learn to socialise and practise their physical skills extremely well. They

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need to do better?

visit places of historical interest, such as the local war memorial. Children learn about disabilities and how some people use wheelchairs. They visit the local Hindu temple and learn how milk is blessed before sharing with others. The childminder plans innovative ways for children to explore and learn about Braille. For instance, they feel bumps in paper and learn this is similar to how people with sight loss read. These experiences help develop children's understanding of

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need to do better?

9 March 2020 differences in society and the wider world. n The childminder monitors children's progress rigorously. The uniqueness and well-being of children are key priorities for her. She is proactive in helping children and families to get the support they require. She utilises the expertise of other professionals to enhance children's learning further. n Partnerships with parents are exemplary. Children recall a visit from a parent who is an electrician. They learned how a lightbulb works and how to operate a 'lightbox'. Children begin to understand how some things work for a purpose. Parents speak very highly of the care their children receive, in particular the wealth of activities and outings their children access. Highly successful information-sharing ensures that parents are continually informed of the progress their children are making. n Children show exceptional consideration for each other. For instance, a child

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need to do better?

immediately helps another who drops his collection of play pasta. n Children feel particularly secure while they discuss the emotions of characters in their stories. For example, they discuss what 'disgraceful' means and talk about their emotions and how their behaviour can affect others, sometimes unintentionally. n Since the last inspection, the childminder has fully involved all children in sharing their views and planning activities. They learn to be extremely independent and very young children use a 'choice board' which allows them to point to an activity of their choosing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures children understand how to keep safe. For instance, they always stay within her sight and wear high-visibility clothing on outings. The childminder carries out regular fire drills and children know to assemble in a designated safe place should a fire occur. The childminder has a thorough understanding of how to protect children, including how to recognise the signs that a child may be at risk from wider safeguarding issues and extremist views. She regularly refreshes her understanding through further training and research. The childminder knows how to report any concerns about a child's safety to the relevant agencies.

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Setting details

Unique reference number EY266638 Local authority Surrey Inspection number 10137021 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 16 Date of previous inspection 5 April 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Epsom, Surrey. She operates Monday to Friday, from 7.30am to 6pm, for most of the year. The childminder receives funding to provide free early years education for children aged three and four years. She holds a relevant early years qualification at level 3.

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Inspection activities

n The inspector held discussions with the childminder to understand how the curriculum and childcare service are organised. n Written views of parents were taken into consideration. n The inspector looked at relevant documentation and held discussions with the childminder to assess how she safeguards children. n Children spoke to the inspector about the activities they were taking part in. n The inspector completed a joint observation of an activity with the childminder.

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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

9 March 2020 9 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

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