Burchett, James

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

p.1

The provision is outstanding

The childminder provides an exceedingly warm, welcoming and homely environment where children settle quickly and feel secure. Children establish excellent relationships with the childminder. They are confident and independent learners and display high levels of emotional well-being during play.

p.2

The provision is outstanding

Children's interests, experiences and needs are central to everything the childminder plans and organises. For example, older children make their own cardboard football players and enjoy a game of football. Younger children make bubble mixture and excitedly chase bubbles in the garden. Children have tremendous fun with the childminder as they play and learn. The childminder inspires children to be curious about the world around them. For instance, children are eager to flip over tree stumps and cheer when they find snails and worms. Their interest is further enhanced as they look closely at them with magnifying glasses.

p.2

The provision is outstanding

The childminder creates unique experiences for the children to enjoy. Children relish learning about how to look after and care for living things as they observe the life cycle of frogs and make an outdoor pond. They talk with confidence about the life cycle and how tadpoles change. They talk animatedly about going for 'nature walks' to collect the best plants for caterpillars to eat.

p.2

The provision is outstanding

The childminder expertly uses children's interests to extend their vocabulary and help them understand the meaning of words. For example, children point to the printed words on the frog life-cycle poster they have made and read 'soil', 'food' and 'water'. They confidently explain that these are the things they needed to make the pond.

p.2

need to do better?

n The childminder gets to know children and their families very well from the beginning, which helps children to feel secure and safe. He has a careful settling-in process where he gathers detailed information before they start. He uses this information highly effectively to plan for and enhance children's learning experiences, so they make excellent progress and settle in his care exceptionally well. n Superb support is put in place for children who speak English as an additional language. The childminder undertakes well-focused sessions and learns key words so that these children do not fall behind in their learning. n Children show excellent familiarity with daily routines. The childminder gives children high levels of support as they learn new skills, such as zipping up their coats and recognising their own name on their belongings.

p.2

need to do better?

7 July 2021 n The childminder has a clear vision of what he wants to achieve and to bring about continuous improvement to his practice. Regular evaluation of his provision helps him to identify areas for improvement. He frequently engages in training and meetings with other professionals, to enhance his already excellent knowledge and practice. For example, he attended training on how to enhance children's language skills through play. He attends specific training courses to support the individual needs of the children attending. n The childminder makes effective use of questioning to deepen children's understanding and introduces new words into their vocabulary. He adapts his teaching techniques extremely well, to ensure children of different ages have rich learning experiences. Children have excellent opportunities to learn about diversity. For example, they go on exciting trips and have visitors in the setting

p.2

need to do better?

to talk about festivals and key events in their cultures, such as Indian weddings and cooking Indian food. n Children develop an interest in early mathematics from a young age. The childminder skilfully incorporates the use of numbers into everyday conversation and play. For example, older children add numbers together while they play football. Younger children count the number of jumps they make on the trampoline. n The childminder has a deep understanding of purposeful planning to support and challenge children's learning. He uses children's interests to engage them in fascinating and creative play and activities, which they thoroughly enjoy. Stories are used effectively and inspire children to develop their own creative ideas. Children spontaneously recall stories and ask questions. The impact of the curriculum on what children know and do is highly effective. n Partnership with parents is superb. The childminder works in exemplary

p.3

need to do better?

consultation with other settings and parents to meet children's needs. Although parents continue to drop off and collect their children at the door, they are highly informed about children's care routines, progress and how to continue this at home. The childminder exchanges a wide range of information via an online portal. He provides resource packs and models learning through extensive videos. Feedback from parents and other settings is highly complimentary. n Children's physical skills are exceptionally supported by the childminder. For instance, children who are beginning to learn to walk are encouraged to use walkers while out on trips. This strengthens their leg muscles, promotes balance and develops their core.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a very broad knowledge of child protection issues. He can confidently identify the signs and symptoms which may indicate a child is at risk of harm, including signs which could indicate they are at risk of radicalisation or extreme views. The childminder is very clear about who to contact if he has concerns about a child's safety or welfare. He is fully aware of his safeguarding role and responsibilities and frequently attends training to update his knowledge to

p.3

Safeguarding

7 July 2021 keep children safe and protected from harm. The childminder ensures the environment is safe and secure and has introduced extra measures to protect children during the COVID-19 (coronavirus) pandemic.

p.3

Setting details

Unique reference number EY555536 Local authority Surrey Inspection number 10175101 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder lives in West Molesey, Surrey and registered in 2018. He works with his wife, who is also a childminder. The childminder works Monday to Thursday between 7.30am and 5.30pm throughout the year. The childminder is in receipt of funding to provide free early education to two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The Inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector observed areas used for childcare purposes, care routines and the activities taking place indoors and outdoors. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She held discussions with the childminder to understand how he organises the early years provision and curriculum. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children and a parent during the inspection. She also viewed written feedback from parents and other providers who the childminder shares children's care with.

p.5

Inspection activities

7 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.

p.5

Inspection activities

7 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7