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 Not applicable

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The provision is good

The childminder places a high importance on supporting children's social and emotional development. She is extremely attentive and caring. Children clearly enjoy the abundance of praise and encouragement they receive, which builds their self-esteem. As a result, children thrive and demonstrate that they feel settled and secure in the childminder's care. For example, babies are highly confident to independently explore the areas set up for children's learning. They seek the childminder out for cuddles, which she provides readily. Children seek each other out to play together and enjoy each other's company, such as when they play imaginatively with the doll's house. They behave impeccably and treat each other with respect and kindness.

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The provision is good

The childminder provides a stimulating environment for children to develop across all areas of learning. All children are keen to explore the wide range of interesting resources and activities on offer. They show high levels of concentration and engagement. For example, children relish the responsibility of pouring different- coloured paints into pots, and they focus intently on the task at hand. They watch with curiosity as they find out what happens when they mix different colours together. The childminder arranges regular activities and outings with other local childminders, which helps to support children's social skills. Children form strong friendships and speak fondly of children outside of their immediate circle.

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need to do better?

n The childminder has a good understanding of how to support children's overall development. She undertakes regular assessments of children's learning. As a result, she knows the children in her care well and what they need to learn next. The childminder makes good use of this information, along with children's interests, to plan a broad and well-sequenced curriculum. However, on occasion, she does not place a sharp enough focus on supporting children with what they need to learn next when delivering planned activities. n Children have good opportunities to develop their communication and literacy skills. The childminder reads stories animatedly to them. She asks them lots of questions and allows them ample time to think and respond. This leads to lots of interesting child-led discussions. The childminder listens and responds to what children say. For example, they talk about the changing colours of the 'colour

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need to do better?

monster' and the moods those colours represent. All children enjoy singing self- chosen songs and mimicking the actions as they sing 'Wind the bobbin up'. Babies giggle with delight as the childminder moves their arms in time to the actions while they cuddle up to her. Older children are beginning to recognise their own written names. n The childminder demonstrates a clear commitment to providing the best quality

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need to do better?

28 September 2021 of care and learning. She keeps herself up to date with changes to the requirements. She is reflective of her practice. For example, she regularly meets with other childminders she works alongside to reflect on her provision. She seeks feedback from parents and is keen to enhance and strengthen her own knowledge and skills. She takes advantage of various online training, webinars and podcasts. n Partnerships with parents are effective. Parents report that they are very happy with the care provided to their children. They feel that their children are developing well in the childminder's care. The childminder provides them with regular feedback about the progress their children are making. This includes information regarding how they can support their children's learning at home. For example, the childminder provides a weekly book swap where children take books home to read and share stories with their parents. Parents also value the

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need to do better?

daily feedback they receive about the activities their children have taken part in during the day. n Children enjoy a wide range of exciting 'adventures' in the local area and outdoor activities in the garden. This helps them to learn about the world around them and get plenty of fresh air and exercise. For example, they plant fruit and vegetables from seeds and go fruit picking at farms, which helps them to learn about the life cycle of food. They visit zoos and parks, where they learn about wildlife. They go hunting for the 'Gruffalo' and act out the story with puppets in the local woodlands. The childminder also provides children with opportunities to learn about children with different backgrounds and cultures. For example, children bring in foods from home which are traditional to their own cultural heritage for other children to try.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her responsibilities to keep children safe. She confidently demonstrates her knowledge of the signs which could indicate a child is at risk of harm. This includes the processes she must follow if she has concerns about a child's welfare or if an allegation is made against an adult on the premises. The childminder provides a safe and secure environment for children to play in. She carries out important training, including safeguarding and paediatric first aid, to ensure that her knowledge and skills are up to date.

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should:

n develop existing knowledge and practice to enhance the delivery of planned activities so that there is a sharper focus on supporting children more closely with what they need to learn next to help them make even higher rates of

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Setting details

Unique reference number EY551050 Local authority Surrey Inspection number 10190948 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 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Ashford, Middlesex. She operates all year round from 8am to 4pm, Monday to Friday.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) 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 observed the quality of education being provided and assessed the impact this has on children's learning. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Parents shared their views of the setting with the inspector. n The inspector sampled documentation, including evidence of paediatric first aid and safeguarding training, along with insurance documentation.

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Inspection activities

28 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

28 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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