Stefcikova, Dana

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 benefit from the warm and welcoming environment that the childminder creates for them. She is caring and affectionate and children thoroughly enjoy spending time with her. Children demonstrate that they feel safe and secure. For example, they are confident communicators. They enthusiastically sing nursery rhymes to visitors and welcome them into the childminder's home. Children show growing independence and select books of interest. They learn the names of farm animals as they share stories with the childminder. Children who speak English as an additional language access activities and resources, such as activity mats, in dual languages. This encourages them to develop language skills in both their home language and English. All children are supported to learn about each other's differences. For example, they share and learn about each other's cultural backgrounds.

p.2

The provision is good

Children develop positive can-do attitudes. They regularly play games and learn to take turns. This helps them to manage their feelings and behaviour. The childminder regularly plays games with children to encourage them to take turns and manage their feelings and behaviour. For example, young children laugh and squeal with delight as they play games, such as hide and seek. They use numbers in their play and count to 10 quickly in their haste to find their friends. Children are polite, caring and have a positive attitude to learning. They receive plenty of meaningful praise and they behave well.

p.2

need to do better?

n The childminder observes children and assesses what they know and can do. She is clear in the curriculum intent and has a good knowledge of how children learn, overall. For example, she uses stories and books to help support children's speaking and language skills. The childminder models language and uses repetition to reinforce children's understanding. However, planning for outdoor learning is not quite as effective as indoor. This means, on occasion, opportunities for younger children to build on their physical skills further are slightly limited. n The childminder reflects on her practice daily to make constant improvements. She takes her professional development seriously and constantly looks at ways to build on her skills and knowledge, such as through online training and webinars This helps to improve outcomes for children. n The childminder holds regular discussions with parents about their child's

p.2

need to do better?

progress. However, there are opportunities to provide parents with even more detailed information on their child's next steps in learning. For example, how she intends to build on their child's development further and the important of partnership working. Parents speak positively about the childminder. They say

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need to do better?

22 October 2021 she is kind, welcoming and their children are very happy in her care. n Children understand the rules and boundaries of the setting, such as not to climb on the stairs unsupervised. They learn about safe practices in an age- appropriate way. For instance, they carefully carry resources across the play room and practise their climbing and jumping skills, such as on soft play mats. The childminder sensitively reminds children of how to keep safe during activities such as these. n The childminder is committed to promoting children's health. She teaches children good hygiene routines, such as washing their hands before eating. The childminder provides children with a range of healthy home-cooked meals and snacks. She praises them for using good manners when they politely ask for more fruit for example. This helps to raise children's self-esteem. n The childminder introduces early mathematical language well. For example,

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need to do better?

children sing number rhymes and count the number of animals they can see in a book. This helps them develop the skills they need for their future learning. n The childminder provides children with many opportunities to learn about the local community. For example, children attend varied groups where they have opportunities to interact with others. This helps to develop their social skills even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to protect children. She implements her safeguarding policies and procedures effectively. The childminder has a good knowledge of the signs and symptoms of abuse, including radical and extreme views or behaviours, for example. She knows how to record and report any concerns she may have about a child's welfare. The childminder completes daily risk assessments to help minimise any risks to children. Children are supervised well in all areas of the premises.

p.3

should:

n plan opportunities more effectively to ensure all children can to be active in their learning and develop a range of skills when learning outside n share more specific information with parents on their child's next steps, how to build on their child's ongoing development and the importance of partnership working, to help maximise children's learning.

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Setting details

Unique reference number EY562600 Local authority Surrey Inspection number 10190973 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Woking, Surrey. She provides care for children Monday to Friday, 8am to 6pm, for most of the year. The childminder holds a relevant level 3 qualification.

p.4

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 provider and has taken that into account in her evaluation of the provider. n The inspector took into account the written views of parents. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. The childminder and the inspector reflected together on children's learning during activities. n The childminder and inspector held discussions at appropriate times and reviewed some relevant documentation together. n The childminder and the inspector carried out a learning walk together. The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting, plans activities for children and keeps them safe.

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Inspection activities

22 October 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

22 October 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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