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 are confident and feel very much at home in the childminder's care. They make choices for themselves from the good range of resources that support all areas of learning. They confidently request further resources and know where they are kept, to help extend their interest in play and further their inquisitiveness and focus. Children are confident to explore both inside and outside play environments, choosing where to play and how to extend their play.

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The provision is good

Children show care and develop friendships with others. They willingly share and work cooperatively with their peers and siblings throughout their play. The childminder reminds children about the importance of good manners, encouraging them to say please and thank you and to show respect towards others.

p.2

The provision is good

Children show good levels of focus and concentration when playing. The childminder uses effective questions to support children's thinking. She uses open- ended questions to help children to think about their answers and to extend their inquisitiveness and knowledge. Children show a positive attitude towards their learning. They show intrigue and confidently question why things happen, how it happened and what will happen next.

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need to do better?

n Children learn to label their art work. They understanding that print has a meaning and that writing is for a purpose. The childminder explains that children need to label it, so they know it belongs to them. Children take an interest in the written word, questioning what words say, learning to sound them out and making comparisons to other words. For example, comparing the childminder's name with the word 'pup' and recognising the difference in the letters and sounds. n Children confidently use complex vocabulary. They effectively express themselves through verbal speaking, gestures and expressions. They follow instructions showing a clear understanding of what they are being asked to do. They tell each other and adults about their day, recalling past experiences from other settings. n The childminder has positive partnerships with parents. She encourages parents to evaluate her service, asking for positive feedback and any suggestions to

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need to do better?

make improvements. Parents receive verbal feedback about their children's time with the childminder. She encourages children to tell parents what they have been doing. The childminder asks other settings children attend how they have been and any care issues. However, the childminder does not liaise effectively with other settings to promote a continuous journey of learning for children in shared care.

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need to do better?

4 July 2022 n The childminder has a positive attitude towards her ongoing professional development. She attends training to keep her knowledge up to date. She uses forums and childminder networks to support her practice, sharing information and using information from others to develop her skills and her knowledge. n The childminder knows children well and provides an individual service to support their needs. She is aware of their interests and promotes children's learning and activities relating to these interests. For example, children freely explore with stickers of their favourite characters. They talk through the characters, describing them confidently, using information from books to underpin and further children's knowledge of their interests. n Children confidently explore their creative minds. They use a range of resources to use their imagination to draw and explore with colour and images. n Children are enthusiastic to learn to problem solve and calculate. They use cars

p.2

need to do better?

and tracks to discover which car goes the fastest, which track supports the cars speed and how far the cars travel. The childminder introduces mathematical language throughout this activity to help children to understand that mathematical concepts are part of everyday experiences. n Children positively invite others into their play. They watch others play and use their observations to learn new skills. For example, fixing the track to make further challenges for the car races. They encourage others to join in and talk enthusiastically about their play and what they are doing. They celebrate other children's successes, helping others to feel good about themselves, cheering when the cars go further for their friends and siblings than for themselves.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of safeguarding. She attends training to keep her knowledge up to date with appropriate procedures. She knows what to do if she has a concern about a child in her care. She understands the signs and symptoms of child abuse. She has a clear understanding of how to promote children's understanding of e-safety with respect to cameras and phones when children are in her care. The childminder supports children's understanding of safety well. She encourages children to risk assess their play and every day experiences. For example, children talk through how to cross the road safely as part of their daily routine of walking home from nursery.

p.3

should:

n develop more effective communication with other settings children attend to promote a continuous journey in their learning.

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Setting details

Unique reference number 2543580 Local authority Surrey Inspection number 10215448 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 6 Number of children on roll 13 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019. She lives in Dorking, Surrey. She operates her service from Monday to Friday, from 3.15pm to 6pm, term time only.

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 childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 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

4 July 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

4 July 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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