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

p.1

The provision is good

Children form warm relationships with the childminder and her co-childminder. From the outset, they communicate with parents to discover what is important to families. This helps them to meet the needs of all children.

p.2

The provision is good

Children behave well. They are kind to each other and enjoy each other's company, forming friendships. Children learn to share and take turns with each other. Young children develop good communication and language skills. For example, as they carefully scoop sand and pour it into a spinning wheel, they seek conversation with the childminder and say 'more'. The childminder repeats words to the children as they play. This helps children to develop their early vocabulary.

p.2

The provision is good

The childminder has high expectations for children's learning and development. Older children show persistence as they take on challenges to make three- dimensional arrangements with magnetic shapes. They benefit from opportunities to test out their ideas and solve problems.

p.2

The provision is good

Children are happy and readily turn to the childminder and her co-minder for comfort and reassurance when they need it. Children feel safe and secure in their care. The childminder gives children plenty of praise and encouragement as they play and learn. This helps to boost children's self-esteem and confidence.

p.2

need to do better?

n The childminder has developed a good curriculum based on the children's interests. She focuses on their social, emotional and communication skills as well as their physical development. This ensures they have the skills they need to support their future learning. However, the organisation of some resources means that children do not have consistent access to books. This prevents children from developing a real love for books to further support their early literacy development. n The childminder works closely alongside her co-childminder and assistants. She values the regular discussions they share to provide a consistent approach to children's learning and development. n The childminder uses information she gathers through observations of children to provide meaningful experiences, to help extend their learning further. However, occasionally, the delivery of some planned activities are not successful.

p.2

need to do better?

For example, younger children get sidetracked during activities and lose focus on their learning due to the number of resources. This means the childminder does not fully focus on all children's learning intentions to help them make the best possible progress. n The childminder ensures children have daily fresh air and exercise. For example,

p.2

need to do better?

28 July 2022 children learn how to ride tricycles in the garden. This helps to develop children's large muscles. Furthermore, the childminder provides children with a variety of opportunities to see the world around them. For instance, they visit places of interest, such as the local museum. n The childminder is a good role model. She explains to children appropriate behaviour. This helps children understand their feelings and emotions. For example, young children are encouraged to roll balls to each other. This helps children to learn about turn-taking. This supports children's positive well-being. n The childminder teaches children to be independent and how to keep themselves healthy. She teaches young children how to wash their hands and put their shoes on. Their independence is further developed as the childminder supports young children to feed themselves at mealtimes. Children's independence is well promoted.

p.2

need to do better?

n The childminder has established strong partnerships with parents. Parents receive daily updates on what their children are learning. The childminder gives parents advice on how to continue their children's learning at home. This means children benefit from a shared learning approach. n The childminder uses opportunities to evaluate and strengthen her existing practice. The childminder shares information with her co-childminder and assistants after completing training. For example, she has recently accessed training to support children's communication and language development. She is eager to continue her professional development and increase the effectiveness of her practice for individual children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to protect children in her care. She is aware of safeguarding issues and ensures that all her policies are updated to reflect these. This helps her to keep children safe from harm. The childminder knows the correct procedures to follow and who to contact should she have any concerns about a child's safety or welfare. The childminder regularly undertakes training to keep her knowledge up to date. She informs parents when a child has been given first aid. This enables them to monitor children at home when necessary.

p.3

should:

n reflect on how best to present activities, so children can focus well on the main intent for learning, without unnecessary distractions n consider ways to further support children's pre-reading skills, enjoyment and interest in books and stories.

p.3

Setting details

Unique reference number 2573290 Local authority Surrey Inspection number 10232974 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 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020. She lives in Weybridge, Surrey. She works with a co-childminder and three assistants, one of whom holds a level 3 qualification. They offer care Monday to Thursday from 8am until 6pm and Fridays from 8am to 4.30pm for most of the year.

p.4

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 took the inspector on a learning walk in which they discussed the curriculum. n The inspector observed the quality of education and discussed the childminder's practice. n The inspector viewed the areas of the childminder's home and garden that children use. n The inspector held a number of discussions with the childminder and with her co-childminder. She looked at relevant documentation and evidence of the suitability of persons living or working on the premises. n The inspector spoke to parents about the childminder's service and took account of their views.

p.5

Inspection activities

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

28 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

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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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