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 thoroughly enjoy their time at the setting. They lead their own play, and the childminder and her assistant are flexible in their approach to amending their plans for the day. This enables children to make choices about their learning and understand that their opinions are heard and valued. Children access an environment that is well planned and where the atmosphere is of calmness. The childminder shares her clear intent for the curriculum with her assistant. This enables them both to have good ambitions for all children to make the best possible progress over time.

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The provision is good

Children learn to adopt the clear ethos of the setting. For example, they begin to understand the importance of working together and sharing. This helps them to develop good relationships with other children and also the childminder and her assistant. Children are secure in their knowledge that when readily approaching the childminder or her assistant for reassurance and comfort, this will be given willingly. For example, when they gesture that they wish to be picked up, they immediately receive cuddles and warm words of comfort. Children learn about cultures and languages from around the world. For example, they hear and use words in Spanish at the childminder's setting and at home. The childminder shares these simple words with parents to help encourage children's knowledge.

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need to do better?

n The childminder and her assistant have made clear improvements since the last inspection. They have worked with other professionals, attended training, completed research and then used their newfound knowledge to revise their practice. For example, they review the successes of each day and identify how to improve the activities and experiences they provide. The childminder has also been researching the differing ways children learn, to enhance her knowledge. n Children develop good levels of confidence. This is a clear focus for the childminder, and her assistant supports this intent effectively. For example, they use effective methods, such as enabling children to become helpers at snack time. Here they cut up the fruit with a table knife and share it out using tongs. This boosts children's self-esteem as they are trusted with tasks, and also enhances their learning. n The childminder and her assistant work hard to bring in all areas of learning to

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need to do better?

children's play and experiences. For example, when children explore the 'dinosaur land' activity, they learn about where different animals live and use natural resources, discussing their textures. They also use work together to build the jungle and use their small muscle skills to make marks in the sand. However, sometimes, activities come to an abrupt halt, and this disrupts some children's learning and enjoyment.

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need to do better?

9 February 2022 n Children build their vocabulary, for example when they sing with the assistant and read stories with the childminder. However, the childminder and her assistant do not always make sure that they speak directly to all children during planned activities to include them further. Also, occasionally, they do not make sure that young children, or those learning to use their speaking skills, can see their face to help them learn more about mouth movement. n Children develop a clear understanding of how to manage their own behaviour. The childminder and her assistant are consistent in their approach to helping children learn right from wrong. Children receive clear explanations to aid them in resolving any issues. However, these are minor and quickly diffused. n The childminder has a positive working relationship with parents and other professionals. She gathers information from them prior to children starting, and

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need to do better?

uses this to plan for children's next steps. Parents show their appreciation of the work of the childminder and her assistant. For example, they comment that they like how their children 'learn through music, physical interaction and learn how to play with others'. They also thank them for putting their heart and soul into their child's development. n Children gain a secure knowledge of mathematical concepts. For example, they build towers with the assistant, who uses effective questioning to extend the discussions about how to divide the blocks in half. Children understand which tower is the tallest and smallest, and use mathematical language in context and naturally in the conversation. n The childminder and her assistant have greatly improved their knowledge of child protection, including the wider aspects of safeguarding. They fully understand their role in referring their concerns about children or adults, and

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need to do better?

also the professionals to contact. This enables them to protect the children in their care from harm. The childminder undertakes thorough risk assessments and takes action to minimise these. Children receive clear guidance about their own safety, and older children demonstrate their knowledge. For example, when driving their cars in the garden and there was a 'crash', the assistant asked who they must contact. An older child knew to call '999' to contact the police, fire brigade and ambulance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have greatly improved their knowledge of child protection, including the wider aspects of safeguarding. They fully understand their role in referring their concerns about children or adults and also the professionals to contact. This enables them to protect the children in their care from harm. The childminder undertakes thorough risk assessments and takes action to minimise these. Children receive clear guidance to children about their own safety and older children demonstrate their knowledge. For example, when driving their cars in the garden and there was a 'crash' the assistant asked who they must contact. An older child knew to call '999' to contact the police, fire bridge and ambulance.

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should:

n strengthen the planning of activities to make sure that all children's learning needs are fully included and enhanced n build on how changes in activities are managed to ensure that children's learning is not interrupted by sudden changes.

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Setting details

Unique reference number EY498505 Local authority Surrey Inspection number 10210183 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 11 Date of previous inspection 27 September 2021

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Information about this early years setting

The childminder registered in 2015 and lives in Epsom. She works with an assistant. The childminder operates Monday to Friday throughout the year between 7.30am and 6.30pm. She is in receipt of funding for children aged three and four years.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together. n The inspector carried out a joint observation with the childminder. n Children communicated with the inspector during the inspection. n The childminder spoke to the childminder and her assistant throughout the inspection. n The inspector took parents' views into account.

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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

9 February 2022 9 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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