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 Inadequate

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The provision is good

Children are happy to leave their parents at the front door and go inside with the childminder or her assistant. They quickly engage in activities with their friends and play well together. Children share and take turns well for their age and stage of development. The childminder and her assistant talk to the children about their play. They calmly share with children what they expect of them and give a gentle reminder when needed. For example, they ask children to use their 'inside voices' and to keep small toys away from babies. Babies receive 'tummy time' to encourage them to learn to crawl. Toddlers receive encouragement to negotiate the playroom and make their own play choices. This builds on their independence.

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The provision is good

Children enjoy their time with the childminder and her assistant. They build strong bonds with them both and with the other children present. Younger children enjoy playing with the older children and copy what they are doing. For example, when older children get the toy dinosaurs out and make them walk and roar, younger children follow suit. The childminder encourages them to share what they know about the animals. Children match the toys to pictures in books and skeleton shapes. They share their knowledge of how many legs dinosaurs have, what they eat and how they move. The childminder and her assistant talk to children about their interests. They use these discussions to extend children's vocabulary and comprehension.

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need to do better?

n The childminder works closely with her assistant and monitors his practice. They evaluate the service they provide and identify where they can improve. For example, they have reviewed the play areas, updated risk assessments and reorganised how they undertake outings to supervise children more closely. They maintain their focus on keeping their knowledge current and required training up to date. n Both the childminder and her assistant have a strong partnership with parents. Parents state that they are really pleased with the care their children receive. They value the verbal and online communication that they receive. Parents state they appreciate how open the childminder and her assistant are about what happens during the day, whether positive or a potential concern. n The childminder and assistant make sure that children build on their language and physical skills during play. Children enjoy regular opportunities to explore

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need to do better?

woodland areas and the local community. Children state how enjoy looking for bugs and climbing on trees. The childminder and her assistant encourage children's thinking skills. For example, they ask children to consider if they cannot get onto a log safely then how would they get off again. They then help children to learn how to achieve this task for themselves. The childminder states

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need to do better?

16 September 2021 that she aims to support children to meet their full potential. n Children are given lots of support to develop their personal skills, their self- esteem and their manners. Children play cooperatively together, take turns and are kind to each other from an early age. The childminder and her assistant act as positive role models and give clear instructions on what behaviour is acceptable and give praise as they observe this. n Children receive encouragement to make choices, such as during their play and lunch. However, on occasion, the childminder and her assistant do not promote children's independence skills consistently. The childminder states how children select their own plates, pick and count out their fruit pieces for themselves. At the same time, the assistant tells children he only has three plates so is missing one, he hands plates to children, cuts the fruit and puts it on their plates. This

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need to do better?

does not promote a consistent approach to supporting children to develop their independence skills. n Since the Covid-19 (coronavirus) pandemic, the childminder's focus has been on identifying and closing gaps in children's learning. She states her priority has been to support children's communication and vocabulary, their physical skills and emotional well-being. She repeats words back to children and reinforces what the different objects they are using are. For example, children line up toy vehicles and the childminder reinforces what these are, such as police cars or helicopters. She then encourages them to share how they move, for example that a helicopter flies in the sky. The childminder delivers her intended learning well in these areas. However, she does not make best use of these activities to extend on children's awareness of mathematical concepts, such as counting, colours and 'more' or 'less'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have recently undertaken safeguarding refresher training. They demonstrate a secure knowledge of how to identify signs that a child may be at risk of harm. The childminder is aware of the procedures to follow to report any concerns for a child's welfare. Her assistant shares an equally good understanding. Both the childminder and her assistant know how to process any allegations made against themselves or their family. The childminder updates her risk assessments regularly to reflect changes she identifies, such as those linked to outings. This helps her minimise potential risks to children.

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should:

n promote greater consistency in how adults extend on children's personal independence skills

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should:

16 September 2021 n make more consistent use of opportunities to support and extend children's mathematical knowledge and understanding.

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Setting details

Unique reference number EY284371 Local authority Surrey Inspection number 10149793 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 12 Number of children on roll 14 Date of previous inspection 4 March 2020

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Information about this early years setting

The childminder registered in 2004 and lives in Woking, Surrey. The childminder works full time with an assistant. She provides care all year round, Monday to Friday, from 7.30am to 6pm. The childminder provides funded early education for children aged three and four. She has a childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder and her assistant. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector during telephone discussions. n The inspector sampled a range of documentation and held discussions with the childminder. n The inspector observed the interactions between the childminder, her assistant and the children.

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Inspection activities

16 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

16 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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