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

p.1

The provision is good

Children are happy and settled. They confidently enter the setting and say goodbye to their parents. The childminder and her assistants have high expectations of the children and generally provide challenging activities to help them progress in their learning.

p.2

The provision is good

Children have daily opportunities to develop their physical skills. They learn to move with confidence up and down steps in the garden and kick the football around the garden. Children enjoy 'cooking' in the mud kitchen where they use a variety of utensils and offer adults 'food to eat'.

p.2

The provision is good

Children have fun learning about different cultures. For instance, during the Chinese New Year celebrations, they learn new vocabulary, such as 'noodles' and 'tiger'. Children concentrate as they fill containers using scoopers. This supports them in developing the strength in their hands.

p.2

The provision is good

Children are learning to become independent in readiness for when they move on to school. They learn to do the zip up on their coat, use their spoon to feed themselves and wipe their face when they finish their lunch. Children become used to taking turns. For example, they choose the songs they listen to and the stories the adults read to them.

p.2

need to do better?

n The childminder works with two assistants. They attend training to enhance their professional development, which helps them to gain a secure understanding of their role and responsibilities. For example, they have completed 'an introduction to childminding' training. Regular supervision and planning meetings enable them to discuss their key children and to plan for their learning. The childminder and her assistants observe each other to identify areas for further improvement in their practice. n The curriculum is generally well planned and provides a range of creative activities to support children's learning. For example, the story of 'The Very Hungry Caterpillar' helps children to learn the days of the week, to taste different foods and to count. Children learn about the world around them, such as recycling and the names of the animals on the farm. However, on some occasions, the intent for children's individual learning is unclear. For example,

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need to do better?

during planned group activities, some of the younger children do not get the levels of support they need. n The childminder ensures that children have many opportunities to promote their communication skills. They listen to stories throughout the day, sing songs and follow simple actions. This helps to support children's language development,

p.2

need to do better?

31 January 2022 particularly those who speak English as an additional language. Posters are used to encourage children to talk about what they see. For example, in the play kitchen, they learn the names of the different fruits, such as 'kiwi', 'strawberry' and 'banana'. The childminder and her assistants model language, which enables children to learn how to pronounce the words they hear. n Children are learning to be kind and caring towards each other. For example, they hold out their hand to invite their friend to take part in the action rhymes. The childminder and her assistants are positive role models and speak to each other with respect. They provide clear explanations to children when their behaviour is unwanted and give positive praise when children are kind. This helps children to learn right from wrong. The childminder uses books such as 'Teeth are not for biting' and 'Hands are not for hitting', to help children to

p.2

need to do better?

understand behaviour. n Partnerships with parents are good. Parents comment that they feel very well supported by the childminder, who provides advice on sleeping, toilet training and managing children's behaviour. An electronic app is used to upload photos and information about children's care, progress and learning. In addition, the childminder provides verbal updates when parents collect their child. The childminder is aware that children have had limited opportunities to socialise with others during the COVID-19 pandemic. She provides an extended settling-in period. This helps to build parents' trust and enables the children to become familiar with the adults who care for them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Risk assessments are effective, which keeps children safe. The childminder and her assistants supervise children well, for instance when they go up and down the steps in the garden. All adults demonstrate a secure understanding of how to protect children and keep them safe. For example, they know what to do if a child is at risk of harm and the procedure to follow in the event of an allegation being made against an adult working with the children. Recruitment procedures are robust. Ofsted is notified of all adults living or working on the premises to check their suitability.

p.3

should:

n strengthen the planning of the curriculum to ensure that the intent for all the activities provided is clear, so that children's individual needs are consistently targeted.

p.3

Setting details

Unique reference number 2520286 Local authority Surrey Inspection number 10208030 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 6 Number of children on roll 15 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Egham, Surrey. She operates for most of the year from 7am to 6pm, Monday to Friday. The childminder works with two assistants.

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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to the childminder and her assistants at appropriate times during the inspection. n The inspector spoke to some parents during the inspection and took account of written reviews provided by other parents. n The childminder and the inspector carried out a joint observation during a planned activity. n The inspector observed the quality of education provided, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

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

31 January 2022 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

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

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