Childminder in Surrey

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 are happy and content in the childminder's care. They show that they feel safe and secure as they snuggle up with her to share their favourite stories. Children are busy and motivated learners who are well prepared for their eventual move to school. They enjoy a wide range of interesting and enjoyable activities. For example, during the inspection, the childminder involved the children in making their own pizza for lunch. Children enjoyed rolling out the dough before carefully choosing their pizza toppings. The childminder used this opportunity well to encourage children to develop their hand-to-eye coordination. Children's communication is developing well. They listen and show their understanding as they respond to the childminder's questions and follow her instructions. Children's behaviour is good. They have a strong bond with the childminder, who has high expectations for all areas of their development. The childminder is aware

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The provision is good

of the impact of the COVID-19 (coronavirus) pandemic on children's personal, social and emotional development. She skilfully supports children in this area, which has a positive impact on their progress. For instance, children learn to share and take turns with ease. When children first start attending, the childminder offers flexible settling-in sessions to help support their emotional needs. This helps children to become familiar with the childminder and her home before they attend for long periods.

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need to do better?

n The childminder knows what she wants children to learn, and plans activities specifically targeted to help children to develop. She observes children to understand what they can do and uses this knowledge to plan appropriate activities. The childminder provides a calm and relaxed play environment to encourage children to feel secure and confident. Children become quickly absorbed in activities, such as using chalks to make various creations in the garden. They concentrate for long periods and talk about what they are doing. n Parents are complimentary about the childminder and the care and warmth she gives their children. They describe the provision as a 'home from home' and say their children are always eager to come. The childminder makes sure she keeps parents informed about their children's development. She explains when children might need some extra help. The childminder shares information effectively with

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need to do better?

other professionals. This helps to ensure children can access additional support to help them make good progress in their learning. n The childminder knows what she does well and recognises her weaknesses. She has attended mandatory training and completed various research. However, the childminder has not developed a clear and targeted programme of professional development to help further enhance the implementation of the curriculum and the quality of learning experiences.

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need to do better?

14 September 2021 n The childminder provides daily opportunities for exercise and fresh air to help children develop a healthy lifestyle. She provides children with good opportunities to develop positive attitudes to healthy foods. For example, the childminder engages them in cooking activities that involve a range of vegetables. Children learn to wash their hands before they cook or eat. However, the childminder does not fully support children to learn how to stop germs from spreading and why this is important. n The childminder is extremely nurturing. She gently encourages children to keep trying as they practise new skills and offers support to children as they try to solve problems. For example, she explains how the long and curved pieces of the train track must fit together in a certain way to complete the track. Children learn that this will help prevent the train and carriages from falling off.

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need to do better?

n Children's mathematical skills are developing well. The childminder teaches children strategies such as pointing to each item in turn as they count. She encourages children to use mathematical language in their play. For instance, the childminder compares two lengths of a toy train track with children and asks, 'Would you like the longer or shorter one'? Children confidently use words such as 'long' and 'short' in their play, demonstrating a secure understanding of length.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities for safeguarding children. She knows the signs and symptoms that might indicate a child is at risk of harm. The childminder is clear about her reporting procedures and who to contact for advice. The childminder has an in-depth understanding of wider issues of safeguarding, such as keeping children safe from radicalisation or extremism. She carries out thorough risk assessments of her home and garden and when taking children on outings. She is vigilant as they play and offers them reminders on how to stay safe.

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should:

n source a broader range of training opportunities to further enhance the implementation of the curriculum and the quality of learning experiences provided n strengthen children's understanding of the importance of hygiene routines and how to prevent germs from spreading.

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Setting details

Unique reference number EY551481 Local authority Surrey Inspection number 10133873 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 5 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Camberley, Surrey. The childminder operates all year round from 8am to 6pm, Monday to Friday. She provides funded early education for two-year-old children.

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Inspection activities

n This was the first routine inspection the childminder has received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in her evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 September 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

14 September 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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