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 Outstanding

p.1

The provision is good

Children demonstrate that they feel extremely happy and are emotionally secure. They are kept safe and protected in this warm and nurturing environment. Children form strong attachments with the childminder and benefit from her warm, friendly personality. Their learning and development are supported well. Children benefit from a range of indoor and outdoor activities and resources that are accessible at all times and support them to achieve the next stage in their learning. For example, they learn colours and sizes when sorting butterflies and stacking blocks.

p.2

The provision is good

Children settle quickly and develop confidence and resilience with the childminder, who has high expectations for their behaviour. They behave extremely well, understand the rules of the setting and show respect for each other. For instance, children share resources together and say 'please' and 'thank you' at appropriate times. There is a strong emphasis on caring for living things in the setting, and children show a keen interest in nature. They learn the life cycle of caterpillar through books, activities and conversations with the childminder, as well as learning how to care for animals, such as the childminder's cat and quails.

p.2

The provision is good

Children demonstrate a positive attitude to learning as they act out real-life experiences in the role play kitchen and pretend to feed their baby doll. They pretend to cook food, cuddle the baby doll and develop their imagination. Spontaneous opportunities are regularly used to teach children new skills or new information. For example, when a bug lands on a child's arm, they use this time to observe the creature closely, talk about what they can see and how to be gentle with it.

p.2

need to do better?

n The childminder has clear aims to support children's progress and knows them children well. She adapts activities to ensure that all children access provision and have opportunities to develop new skills according to their age and stage of development. For example, younger children develop pre-writing skills by using washing up brushes and buckets of water to mark make on the fence, while older children practise using tweezers. n The childminder supports children's language development well. She introduces new vocabulary during play and talks with the children throughout the day, asking questions, extending their knowledge and encouraging thinking. For instance, when playing with butterflies, children learn new words, such as 'nectar', as they discuss butterflies landing on the flowers in the garden. However, on occasions, younger children would benefit from being given adequate time to process information or questions.

p.2

need to do better?

n Parents speak highly of the childminder and how well their children have

p.2

need to do better?

18 May 2022 progressed. Information is shared with them consistently, so that they are involved in all aspects of their children's care and education. Children settle in quickly with a well-planned routine of visits and information-sharing from parents that include children's interests, stage of development, routines and personal needs, such as allergies or dietary needs. This information is used to ensure children have a smooth transition into the setting during pre-planned visits. n The childminder promotes healthy lifestyles well. Children are provided with healthy and balanced meals that are freshly prepared according to their dietary needs. However, there are times where children do not wash their hands before meals and are not learning hygienic mealtime routines. In warm weather, the children choose if they would like to dine outside or inside, with picnic lunches in the garden or on outings. They have opportunities to rest comfortably away

p.2

need to do better?

from any noise or distractions. n Children demonstrate that they are developing their gross motor skills as they navigate the steps in the garden and practise propelling themselves along on ride-on toys. They build strength and awareness of how to keep themselves safe when climbing on a frame and bouncing on a trampoline. n Children engage in regular activities that teach them about the wider world. For example, they visit a local nature reserve and take photographs of mushrooms they have found. They have opportunities to interact with others at local toddler groups and parks, developing their social skills and confidence. n The childminder has a clear curriculum focus for helping children to develop independence skills. However, on occasions, there are times that she completes tasks for children of which they are capable of doing themselves, for example putting on their shoes. n Children take pride in their achievements and are eager to show the childminder

p.3

need to do better?

their collection of flowers and leaves found in the garden.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's home is organised to ensure children's safety. She conducts effective risk assessments to minimise risk. For example, the garden gate is locked from the inside and the front door is kept locked at all times. Children are taught safety rules, such as one child on the trampoline at a time, and understand how to keep themselves safe. The childminder understands her role when safeguarding the children and has good procedures in place. She is aware of how to raise a concern about a child and has knowledge of wider safeguarding issues such as county lines and cuckooing. The childminder attends mandatory first-aid and safeguarding training regularly to keep her knowledge current.

p.3

should:

18 May 2022 n implement effective hygiene procedures and practices to prevent the risk of illness, in particular the methods used when cleaning hands before meals n develop children's independence further so they have opportunities to do things for themselves n allow younger children time to process information and respond to questions asked, to enhance their emerging vocabulary.

p.3

Setting details

Unique reference number EY454362 Local authority Surrey Inspection number 10228744 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 5 Number of children on roll 0 Date of previous inspection 26 January 2017

p.5

Information about this early years setting

The childminder registered in 2012. She lives in West Clandon near Guildford, Surrey. The childminder provides care from 7.30am to 6pm from Monday to Friday all year round, except for family holidays. She holds a foundation degree in early years.

p.5

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 around her home and discussed the intentions for children's learning and how the provision is organised. n Children spoke to the inspector about what they are doing. n The inspector observed the interactions between the childminder and children, and considered the impact on these interactions on children's welfare and learning. n The childminder provided the inspector with a sample of key documentation on request. These included suitability checks on those living on the premises. n Parents shared their views of the setting with the inspector over the telephone.

p.5

Inspection activities

18 May 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.

p.5

Inspection activities

18 May 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7