Lisa Melanie Dupree

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 flourish in this warm, welcoming and well-resourced environment. They are relaxed and well behaved in the setting, where they share toys and play together well. Children are extremely polite and say 'please' and 'thank you' with few reminders. They have secure relationships with the childminder and each other. Children demonstrate a positive attitude to learning as they act out real-life experiences in the role-play kitchen. They fill pans and cook food, make cakes, share biscuits and pretend to make tea. Children concentrate and show increasing perseverance in their play. For example, they work hard to tighten nuts and bolts to ensure that parts are securely attached.

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The provision is good

Children are confident to lead their own learning and are happy for others to join in their play. For instance, children giggle in delight together as they explore the different sounds the instruments make. Children have plenty of opportunities to explore the world around them. For instance, they learn about how butterflies grow and develop. Children develop good language and communication skills as they use words such as 'cocoon' and 'caterpillar' to describe the life cycle of a butterfly. Children have access to a wide range of books, which ignites their passion for reading. Children enjoy the childminder's company and seek her out to read books and to request specific activities.

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need to do better?

n The childminder introduces a rich vocabulary. For example, she asks children to look closely at tadpoles swimming around the tank. The childminder sensitively reinforces correct pronunciation when children speak to her. This helps them to learn the correct language. Children are good communicators and speak with confidence. However, occasionally, the childminder pre-empts children's responses to the challenging questions that she asks, without allowing them time to think and respond. This does not fully support their developing language and communication skills. n The childminder builds good relationships with parents. Since the COVID-19 (coronavirus) pandemic began, the childminder has introduced additional health and safety measures. Parents no longer enter the setting. Instead, they drop off and collect their children at the door. The childminder ensures that she still has good communication with parents. She keeps in regular contact with them

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need to do better?

throughout the day and shares photos and observations of children's activities. Parents describe the environment as 'warm and inviting, where children are nurtured and supported to develop'. n The childminder understands the importance of promoting healthy eating. For example, she engages in conversation about healthy food choices at mealtimes, which helps to support children's understanding and awareness of healthy

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need to do better?

5 July 2021 eating. The childminder encourages self-confidence and independence by providing opportunities for children to complete age-appropriate tasks for themselves. For instance, at snack time, children learn to use a knife safely to cut up their fruit. n The childminder follows a programme of professional development. She attends regular training and local authority networking groups. The childminder shares good practice and ideas with other local childminders. This helps to provide children with new activities and experiences. n The childminder supports children's early mathematics skills well. Children identify shapes in the environment, use language such as 'heavy' and 'light' and confidently count fruit during snack time. Overall, the childminder implements children's curriculum well. However, sometimes, she is not as precise about her intentions for what exactly she wants children to learn and how she will achieve

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need to do better?

this. For instance, she does not consistently develop children's awareness of letters and the sounds that they represent. n The childminder creates excellent opportunities for children to explore their natural environment. For example, she takes them to weekly forest group sessions and meets with other local childminders to encourage children to socialise in larger groups. The childminder provides a range of multicultural resources and activities that enhance children's understanding of, and respect for, differences in the society in which they live. Children take part in a range of festivals, taste different foods and hear stories from around the world. This helps to reinforce children's positive attitudes to learning and prepares them well for the next stages in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs that may indicate a child is at risk of abuse or neglect. She has secure knowledge of safeguarding procedures and the actions to take if there are any concerns about a child's welfare. The childminder keeps her knowledge up to date on wider aspects of safeguarding, including preventing children from being drawn into extreme situations. She keeps her property safe and secure. The childminder talks confidently about the steps she takes to keep children safe in the home and when they are out and about.

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should:

n focus the curriculum more, to consistently build on what children can already do n challenge children's learning even further, for example, by giving children more time to think and respond to the questions they are asked.

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Setting details

Unique reference number EY560467 Local authority Surrey Inspection number 10190584 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Frimley, Surrey. She operates all year round from 8am to 6pm, Monday to Thursday. The childminder provides funded early education for three-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the premises and the intent of the curriculum was discussed during a learning walk. n Parents' written views were obtained by the childminder and shared with the inspector. n Children were spoken to and the childminder and inspector held ongoing discussions throughout the inspection. n Teaching was observed indoors and the inspector assessed the impact this has on children's learning. n A sample of documentation was viewed, including policies and procedures and evidence of the suitability of those living on the premises.

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Inspection activities

5 July 2021 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

5 July 2021 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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