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 are very happy and settled in this warm and welcoming setting. They develop close and trusting bonds with the nurturing childminder. Children draw a sense of security and safety from her presence. Children confidently follow their own emerging interests. For example, they concentrate intently as they carefully balance and build large towers with puzzle pieces. Toddlers use their imagination, pretending to be doctors, for example. The childminder demonstrates how to use the stethoscope so they can pretend to make the baby better.

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The provision is good

Children regularly share books and sing rhymes. They develop a love of books and listen intently to stories. Children remember the new vocabulary they learn and confidently retell parts of familiar stories. The childminder builds on young children's emerging speech sounds as she encourages them to mimic the sounds of their favourite animals. She introduces new words, such as 'ladder', when discussing fire engines. All children are motivated communicators.

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The provision is good

Children have a positive attitude to learning and are eager to take part. For example, they choose the resources they would like to play with in the garden. The childminder is kind and polite and encourages children to share toys. Children play well together and develop good friendships.

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need to do better?

n The childminder knows the children well. She is clear about what she wants children to learn and plans a broad and stimulating curriculum. Children develop the skills and knowledge to prepare them well for later learning, including school. On occasion, the childminder does not use what she knows about the children to target their learning needs as precisely as she could, particularly during planned activities. n The childminder provides good support for children to manage their feelings and behaviour. She is a positive role model who is kind and sensitive to the ages and stages of the individual children. The childminder acknowledges children's feelings when they become tired. This means that children start learning to recognise and manage their own feelings and behaviours. They learn to be considerate and respectful to each other. For instance, older children kindly pass toddlers some of their toys.

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need to do better?

n The childminder recognises the importance of promoting children's physical development. She provides children with many opportunities to strengthen their small and large muscles as they play. For instance, toddlers who are learning to walk are encouraged to stand and are supported to use resources around them to practise. Children build the pretend road signs in the garden, lifting and connecting different parts.

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need to do better?

30 September 2022 n Mathematics is embedded throughout the day. Numbers are used regularly in play. The childminder encourages children to count and use mathematical language. For example, they name the different shapes of the pretend road signs, such as circle. Children gain a good understanding of early mathematical concepts. n Children learn to celebrate similarities and differences with their friends and people in the community. They meet different people and visit new places. Children spend a lot of time out and about. They visit the local toddler groups, farm, beaches and local parks. n The childminder works in partnership with parents effectively, and parents comment that she supports them well with information to help developmental stages, such as weaning. Parents also appreciate that they receive daily communications, such as reports and photographs, to show the activities that their children have enjoyed. However, the childminder is yet to develop similarly

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need to do better?

effective links with other settings that children attend, to promote continuity in care and learning. n The childminder regularly reflects on her practice. She is committed to developing her knowledge and understanding to support children in her care. She recently attended training on emotional development, broadening her existing knowledge and practice. This supports the continual improvement of her service.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of how to safeguard children. She understands the procedures to follow if she has any concerns about children's welfare. The childminder undertakes regular child protection training to ensure her knowledge is up to date. She is aware of her duty to prevent children from being drawn into extreme views. Children learn simple rules that help to keep them safe when they go for walks and on outings. The childminder carries out thorough risk assessments of her home. This helps to identify and minimise any potential hazards to children.

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should:

n focus teaching more precisely on the planned learning intention during adult-led activities, to help to extend learning even further n improve partnership working with other settings that children attend to support their continuity of learning.

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Setting details

Unique reference number 120733 Local authority Surrey Inspection number 10228201 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 8 Date of previous inspection 24 January 2017

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Information about this early years setting

The childminder registered in 1994. She lives in Stanwell, near Staines. The childminder operates her service all year round, from 5.45am to 6pm, on Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. The childminder provides funded early education for two- and three-year-old children.

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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 took the inspector on a learning walk during which they discussed the curriculum. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living on the premises. n The inspector considered the written views of parents.

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Inspection activities

30 September 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

30 September 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

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