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 Met

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The provision is good

The childminder offers a welcoming and homely environment where children feel happy, safe and secure. Children have very close and trusting bonds with the childminder, who has a caring and friendly manner. She closely observes children and picks up on any changes in their behaviour, for example if they feel unsure when there are unfamiliar noises such as drilling or new visitors to the home. Children grow in confidence through the childminder's reassurance and praise.

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The provision is good

Children make good progress in their learning and development. The childminder continually talks to them. She describes what children are doing and introduces new words to help increase their vocabulary. This helps to support children's communication and language skills. For instance, as children show an interest in numbers, the childminder provides numeral puzzles to help support their early mathematical skills. This prepares them well for the next stage in their learning.

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The provision is good

Children are provided with a good variety of play and learning experiences. They behave well and respond positively to praise and encouragement. Children enjoy playing with farm animals. They make animal sounds and handle the toys well. Children jump with excitement as they find the hidden animal behind the door in the 'peekaboo' book.

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need to do better?

n The childminder provides a safe and cosy environment for children to play in. She is kind and caring. Children go to her readily for cuddles and sit on her lap for reassurance. They share books and giggle together at the pictures. n The childminder plans stimulating activities which are closely linked to children's interests. However, she steps in rapidly to direct learning rather than letting them explore and take risks in their play. For example, when matching animal cards, the childminder models what to do, rather than allowing children to find out for themselves. n Young children's communication is developing well. They listen and show their understanding as they follow the childminder's instructions. The childminder is chatty, and lovely conversations develop between her and the children. She listens to them and gives them time to think and respond. Children's confidence grows and they eagerly try out and copy new words they hear.

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need to do better?

n Partnerships with parents are good. When children start, the childminder gathers a range of information to develop an understanding of children's individual care needs, routines and stage of development. She uses a range of methods to keep in contact with parents, such as verbal feedback and sharing photographs. Parents' written comments state that they feel well informed about their children's learning and progress.

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need to do better?

8 February 2022 n The childminder provides a broad curriculum, and children access a wide range of resources. She makes regular observations and assessments of children's learning to ensure they make good progress. However, the childminder does not always ensure her planning for children's next steps in learning is sharply focused, to help them achieve at the highest level. n The childminder uses her membership of childminding associations to undertake a range of training. She focuses on the changing needs of the children in her care. The childminder links with other childminders to share good practice and gain new ideas to help develop her provision. n The childminder promotes children's healthy lifestyles well. She takes them on trips in the local community, for example to toddler groups, the library, local parks and soft play. Children enjoy home-cooked food and fresh fruit for snack. The childminder encourages them to follow good hygiene routines, such as

p.2

need to do better?

regularly washing their hands. n The childminder provides a variety of play experiences for children which support their unique interests and abilities. She recognises when they need more support to help them persevere when learning is more difficult. This successfully encourages children to keep trying, as they confidently master new skills. The childminder promotes diversity and inclusion with the children. For instance, they have opportunities throughout the year to learn about and to explore different cultural festivals, such as Chinese New Year.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the signs and symptoms that indicate a child may be at risk of harm, including signs of wider safeguarding concerns, such as the 'Prevent' duty. She has a secure understanding of child protection issues and a thorough awareness of how to report concerns to protect children's welfare. The childminder keeps her knowledge current through online updates and training. She ensures that her provision is safe and secure, and she closely supervises children. The childminder undertakes regular checks of all areas and uses equipment such as safety gates to restrict young children's access to areas of higher risk.

p.3

should:

n allow children opportunities to explore resources and take risks in their learning before stepping in n refine the planning of children's learning to help incorporate their next steps for learning more consistently into their play.

p.3

Setting details

Unique reference number EY465979 Local authority Surrey Inspection number 10132637 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection 22 April 2016

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Leatherhead, Surrey. The childminder operates each weekday from 7.30am to 6pm all year round, except on bank holidays. She holds an appropriate childcare qualification at level 3.

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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 her evaluation of the setting. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She held discussions with the childminder to understand how the early years provision and curriculum are organised. n The inspector took account of the views of parents through written documentation. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of people living in the household. n The childminder took part in a joint observation with the inspector. n The inspector had a discussion with the childminder about her training and how she evaluates her practice.

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Inspection activities

8 February 2022 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

8 February 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

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