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

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The provision is good

Children grow in confidence in the care of the childminder. They are keen to engage with visitors and eagerly talk about their home life. Children use their developing communication and language skills to recall their previous experiences, such as visiting the seaside. These conversations are supported by the childminder who asks appropriate questions. Children are kept safe and well cared for. They enjoy sitting on the childminder's lap for a cuddle and to share a story. Children enjoy regular trips to the local town to visit the shops and purchase new books. This helps to broaden children's understanding about their communities and provides them with further learning opportunities.

p.2

The provision is good

Children use small figures and cars to create stories within their play. They develop a good imagination. The childminder plans activities that sufficiently challenge children's learning. She plans a curriculum that helps them to develop new skills which leads to them making good progress. For example, children use their fine- motor skills to thread small beads onto elastic. They show high levels of engagement and persevere when they come across beads that are trickier to thread. Children welcome praise for trying hard and are proud of their creation.

p.2

need to do better?

n The childminder supports children's communication and language well. She repeats words and phrases back to children to help develop their clarity. The childminder ensures that she has the children's focus and eye contact so that they can see how her mouth is moving. She introduces children to new words, such as 'toad' through the stories she shares. n The childminder knows the children she cares for well and understands how best to support their learning and development. She has designed a curriculum focused on supporting children's confidence and social skills to help prepare them for the next stage in their education. n The childminder works collaboratively with parents. She shares information daily about what children have enjoyed and what they have been learning. This is well received by parents who describe the childminder's communication as 'excellent'. Parents explain that when they share what they are helping their

p.2

need to do better?

children achieve, the childminder incorporates this into her teaching in the setting. n Children begin to learn language related to emotions. They point to characters in books and say they are happy. The childminder deepens children's understanding of feelings by showing them happy and sad faces. The childminder plays imaginatively alongside the children. For example, when the children make her a pretend cup of tea, she blows it pretending it is hot. n The childminder provides children with some resources that are freely accessible

p.2

need to do better?

13 June 2022 to them, such as building blocks, farm animals and books. However, the range of resources readily available to children do not provide opportunities for children to explore their creativity and learn through their senses. This limits children developing their own ideas and expressing themselves creatively. n The childminder teaches children about keeping safe. She explains the need to wear sun cream and encourages children to catch their sneezes in their hands. When on outings, she talks to children about road safety. The childminder supports children to become independent with toileting and recognises the need to allow children to develop at their own pace. n The childminder uses everyday experiences to help teach children. For example, when hanging out washing, she counts the pegs with children to broaden their mathematical knowledge. She provides opportunities for the children to get outside in the garden every day.

p.2

need to do better?

n The childminder ensures that she completes the mandatory training required. However, she does not make use of professional development opportunities to further enhance her provision and improve the quality of teaching to an even higher level. n Children's behaviour is good. They help to tidy away the resources and learn to care for things. For example, the childminder reminds children to be careful with the books as they are turning the pages. Children have close relationships with the childminder and feel safe and secure in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge of how to safeguard children. She is confident in identifying what may indicate a child is at risk of harm and knows the local procedures to follow to raise any concerns. The childminder understands the procedure to follow if an allegation is made against her or a member of her household. She effectively risk assesses her environment, both inside and outside, to ensure it is safe and suitable for children to use. The childminder is mindful of the different age groups of children that attend and the associated risks to caring for younger children.

p.3

should:

n focus professional development more precisely on developing the quality of teaching even further n broaden the range of resources freely available to children to support their sensory play, explorations and creative development.

p.3

Setting details

Unique reference number 2545032 Local authority Surrey Inspection number 10215513 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 3 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019, and lives in Epsom, Surrey. She operates her service, Monday to Friday, from 8am to 5pm, all year round. The childminder provides funded early education for three and four year olds.

p.4

Inspection activities

n This was the first routine inspection the provider 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 their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 June 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

13 June 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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