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 Good

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The provision is good

Children demonstrate strong bonds with the childminder and she is attentive and responsive to their needs. The childminder takes time to get to know children's preferences and home routines which helps to develop children's confidence and self-esteem. She has high expectations of children's behaviour and supports them to develop good manners. The childminder is a positive role model. Children display positive attitudes to learning and make good progress from their starting points.

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The provision is good

Children benefit from an interesting and exciting curriculum. The childminder has implemented a curriculum that places children's interests at the heart of what she does. She spends time developing an understanding of what children are interested in and uses these interests to spark passion and curiosity. For example, when learning about mosaics and the Romans, she introduces and explores new vocabulary such as 'tesserae' into the children's learning. This means that children are well supported to develop an increasing range of vocabulary from topics that interest them. Children independently access a good range of resources, both indoors and outdoors. Children enjoy sensory experiences such as sand play. For example, children enjoy digging in the sand using their hands or tongs to find lolly sticks buried there.

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need to do better?

n Children develop good communication and language skills. The childminder values children's questions and engages them in constructive conversations throughout the day. At lunchtime, children ask if they can make ice cream. The childminder explains that they can and talks about the process involved, offering children the opportunity the make ice cream together the following week. n The childminder demonstrates a clear understanding of how to support children with special educational needs and/or disabilities (SEND). She recognises the importance of working with other agencies and ensures that her knowledge and skills are up to date. n Children have continuous access to their water bottles and are reminded to drink plenty when the weather is warm. During mealtimes, children are given choices about what they can eat. This encourages children to make choices for themselves. They are offered healthy additions such as vegetables and fruit.

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need to do better?

However, the childminder does not consistently talk to children about the benefits of healthy food choices. n The childminder offers new children settling-in sessions. She uses this time to gather key information about children. The childminder gets to know children's interests and routines and gains an understanding of what children know and can do. This helps her to start planning for children's learning to ensure that they make good progress.

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need to do better?

16 June 2022 n The childminder attends regular mandatory training to ensure that she keeps her knowledge and skills up to date. She has attended paediatric first-aid, food hygiene and child protection training. This contributes towards keeping children safe. n Parents are kept up to date with children's progress. The childminder holds daily discussions with parents and shares regular information on children's ongoing progress. Parents' feedback shows that they value the service they receive. They comment that children are happy at the setting. n The childminder has a clear overview of the provision she provides for the children. She plans focused adult-led activities to support children's all-round development. However, children are not gaining the most from her input within planned activities. Although the childminder knows what children need to learn next, her teaching does not consistently focus on this and the learning

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need to do better?

intentions. n The childminder manages children's behaviour well. She uses clear and consistent rules and boundaries and gives gentle reminders when children momentarily forget. Children behave well. They are friendly and polite and use good manners. n Children are given opportunities to develop independence, such as by making choices about what they do and where they play. However, during personal care routines, the childminder is quick to help the children instead of giving them to opportunity to build on their independence skills further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are kept safe and are treated with respect and kindness. The childminder has a clear understanding of safety and is observant and takes action where necessary. She has a good understanding of how to report and monitor any concerns. This includes knowing who to contact to seek advice and make a referral. The childminder ensures that the documentation that is required is well maintained and ensures that her records are accurate. This helps to keep children safe. Accidents and injuries are recorded and monitored effectively to highlight any patterns.

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should:

n strengthen interactions with children to ensure that they are challenged to learn as much as possible n provide more opportunities for children to learn how to make healthy food choices.

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Setting details

Unique reference number EY469575 Local authority Surrey Inspection number 10228852 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 13 September 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Shepperton, Middlesex. The childminder operates throughout the year, Monday to Saturday from 6.30am until 8pm.

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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 their evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The children spoke to the inspector about what they enjoy doing while with the childminder.

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Inspection activities

16 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

16 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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