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

p.1

The provision is good

Children are clearly happy and settled in the childminder and her assistants' care. Children show they feel safe and secure as they approach them for reassurance, and snuggle in to share stories.

p.2

The provision is good

Children enjoy a wide variety of opportunities and experiences that the childminder provides to support their learning. They enthusiastically explore the stimulating learning environment, discovering dinosaurs, enjoying water play and experimenting in the mud kitchen. Children are confident and freely make choices about what to play with and where to play. They demonstrate they know the boundaries and expectations, asking, for instance, to use the climbing wall. Children show determination as they try and climb to the top of the wall. They show they are proud of their achievements and beam with pride. Children are self- motivated to play and learn.

p.2

The provision is good

Children benefit from the calm and positive role modelling the childminder and her assistants provide. They are learning to take turns and share resources, for example, and develop good manners. Children play cooperatively and communicate effectively to each other. They are learning many skills to support them to move on to the next stage in their education.

p.2

need to do better?

n The childminder has clear aims for children in her care. She hopes they will develop life skills, such as being interested and willing to have a go. This is clearly seen, for instance, as children are engaged in their play and learning. n The childminder and her assistants know the children they care for well. They know what children like to do and use this knowledge to plan activities that excite and engage children. Children delight in playing with water and mud, for example, learning about quantity as they pour and transfer between containers. n The childminder and her assistants support children to develop their communication skills. They repeat back what children say and introduce them to new words as they play, such as 'camouflage' and 'collaborative.' However, at times, the childminder and her assistants do not explain the meaning of these new words. This limits children's understanding of new vocabulary and the

p.2

need to do better?

ability to use the words as they play. n The childminder provides children with a range of nutritious meals and snacks. Children enjoy helping prepare food for their friends to eat. The childminder uses opportunities to introduce children to mathematical concepts in a meaningful way. They learn about halves and quarters, for example, as they cut up strawberries. n Children take part in activities to help them to make choices. For example,

p.2

need to do better?

21 July 2022 children prepare their own pizza for lunch, making decisions about what to add on top. They take pride in their pizzas and clearly enjoy eating them. The childminder helps children recall how they made their pizza, supporting children to think and explain. n The childminder supports children's physical development well. Children challenge themselves to climb the slide and travel down in different ways. They build ramps and balance confidently. The childminder uses opportunities to talk to children when they are hungry about using lots of their energy playing. Children are learning about developing a healthy and active lifestyle. n Generally, the childminder and her assistants support children's independence well. However, occasionally they complete tasks that children could manage themselves. This does not fully support children to be as independent as possible in all they do. n Children benefit from going on outings with the childminder and her assistants.

p.2

need to do better?

They visit the farm, woods and local parks, for example. Children have the opportunity to play with others, such as when they attend social groups. Children are learning about the wider world in which they are growing up. n The childminder builds positive partnerships with other settings children attend and external professionals working with children. This helps to provide high levels of consistency for children's care and learning. n Parents comment very positively about the breadth of activities their children enjoy at the childminder's setting. They report that their children have grown in confidence since being in the childminder's care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder follows a safe recruitment process to ensure her assistants are suitable to work with children. She has robust systems in place to make sure they are effective in their role to support children's learning. The childminder and her assistants understand their role to keep children safe and promote their well-being at all times. They know about indicators of possible abuse and the process to follow to report any concerns they have about children. The childminder and her assistants make sure the learning environment is clean and safe for children to play and learn in.

p.3

should:

n consistently explain what unfamiliar words mean to support children's language development even more effectively n provide further support to help children develop even stronger independence, such as in meeting their own self-care needs.

p.3

Setting details

Unique reference number EY364593 Local authority Surrey Inspection number 10074030 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 21 Date of previous inspection 13 April 2016

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Leatherhead, Surrey. The childminder provides care from 7.30am until 6pm, Monday to Thursday, all year round. The childminder regularly works with two assistants, of whom one is a qualified teacher. She receives funding for free early years education for children aged two, three and four years.

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 this into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request, including evidence of suitability of her assistants and household members. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

21 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.

p.4

Inspection activities

21 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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6