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

Children form strong attachments with the childminder. They settle quickly and feel safe, secure and ready to learn. The childminder is very sensitive to their needs. For example, she recognises when children are hungry or tired and gives them cuddles and reassurance. She plans interesting and age-appropriate activities which help to support and prepare children for their next stage in learning. For example, children build towers out of sugar cubes and learn a cube is a three dimensional shape. Children are very happy in the nurturing environment. They laugh with excitement as they listen and join in with stories and play with their friends. Children have a can-do attitude and persevere. They concentrate when carrying out activities, such as successfully peeling a satsuma. Children take pride in their achievements, for instance, making comments such as, 'I did it!'. Children learn how bees pollinate flowers to make honey and they then taste the honey. They go

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The provision is good

strawberry picking and make jam. Children delight in the world around them. The childminder has extremely high expectations for children's behaviour. For example, older children are particularly kind and considerate to their younger peers. This is illustrated as they pass them resources and demonstrate how to dance, and make noise with egg shakers. Babies smile with enjoyment as they create different sounds.

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need to do better?

n Children learn very good manners. When children do not hear something the first time, they are prompted to say 'pardon'. Children learn about routines and respond promptly to instructions. n The childminder is extremely successful in teaching children about their emotions. Children recognise how their actions affect others. This is evident when a child brings a soother to another child who is crying. Children are beginning to understand feelings and are extremely caring towards others. n The childminder provides children with a variety of toys and resources. For example, children play with pipettes in bubbly water. They use their fine motor skills to squeeze the bulb, draw water in, and squeeze out a water jet. They learn how heavy things sink and light things float. However, resources to support children's understanding of technology are less evident. n Partnerships with parents are strong. The childminder keeps parents effectively

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need to do better?

informed about their children's progress. She provides home learning activities which support and extend learning outside of the provision. Parents comment that they are very happy with the care their children receive and describe the childminder as a 'fantastic role model'. They comment that the 'firm and clear boundaries' balance well with the childminder's 'loving and playful manner'. n The childminder supports children to manage risks in their play extremely well. For example, children know to take care when running in the garden and

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need to do better?

11 March 2020 managing slippery surfaces. They benefit from trips to the local park, library and shops. Children are introduced to the wider community beyond their own. For example, they visit the pet shop, the vet, the market and the local Salvation Army group. The childminder provides children with an extremely rich set of experiences. Children interact with others, develop their social skills and build on their developing confidence exceptionally well. n The childminder teaches children very good hygiene practices. For example, when washing hands they know to pay particular attention to cleaning the backs as well. Children put their own wellington boots and coats on and know their right from left. Children learn to be self-assured and manage their own personal needs exceedingly well. n The childminder regularly evaluates and reflects on her practice. She incorporates the views of parents through feedback questionnaires to help

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need to do better?

identify areas of improvement. However, she has not yet fully developed relationships with other settings that children attend to develop a shared approach to children's learning. n The childminder supports children's speech and language well, engaging children in frequent conversations. Children learn words, such as 'divine' and 'scrumptious', and have a broad vocabulary. They sing songs and make up their own rhymes as they play. Children learn that a crane is used to lift things and is used on a building site. They learn that people wear helmets to protect their heads and safety jackets to stay safe. Children are extremely engaged and motivated to learn.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is able to identify signs and symptoms of abuse, including wider safeguarding concerns. She is aware of her role and responsibilities to safeguard children and knows what to do and who to contact should she have any concerns about children's safety or welfare. The childminder carries out daily risk assessments of the premises before children arrive and assesses all activities that children take part in. This helps to keep children safe. The childminder attends mandatory training, including child protection and paediatric first aid, to keep her knowledge up to date.

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should:

n enhance the relationships established with other early years settings children attend and use a shared approach to develop their next steps in learning n strengthen opportunities for children to gain an understanding of information technology.

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Setting details

Unique reference number EY384981 Local authority Surrey Inspection number 10136540 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 10 December 2015

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Information about this early years setting

The childminder registered in 2009. She lives in Woking, Surrey. The childminder operates Monday to Thursday, from 8am to 6pm, and Friday, from 8am to 2pm, for most of the year. She holds a relevant qualification at level 6. The childminder receives funding to provide free early years education for children aged four years.

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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 The inspector looked at relevant documentation and held discussions with the childminder to assess how she safeguards children. n The inspector observed children's play and spoke to them at various times during the inspection. n Written views of parents were taken into consideration.

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Inspection activities

11 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

11 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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