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 flourish with this welcoming and enthusiastic childminder. They experience a rich range of activities. They have access to large play spaces indoors and outdoors, and enjoy playing outside in all weathers. They also regularly attend local playgroups and go on trips to the library and farm. The children have strong and warm bonds with the childminder. The childminder provides a nurturing, supportive and fun environment.

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The provision is good

Children arrive happily and then independently select resources to play with. They are encouraged to be independent and confident learners. Children are calm and focused and show high levels of engagement throughout the day. They settle in quickly and the childminder has strong partnerships with parents. There are clear routines in place, which the children follow well. Children play gently alongside each other.

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The provision is good

The childminder speaks calmly and positively to the children. Children enjoy sharing activities and laughter with the childminder. The childminder thoughtfully and skilfully engages with the children while they are playing and shows a genuine interest in what they are doing. She carefully plans activities around children's interests and developmental needs. Children are happy, active and make good progress in all areas of their development.

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need to do better?

n The childminder encourages children to grow in independence. For example, they learn to put on their own wellies and rain suits before going outside. Children are involved in preparing meals. They enjoy buttering their own toast, and they chop vegetables and make pizzas. n The childminder's communication is a real strength. She introduces and repeats vocabulary that is relevant to the activity. For example, she says 'squash' and 'squeeze' while children are using play dough. Children then repeat these words independently. The childminder comments on what children are doing, asks questions and models language effectively. However, at times, she does not consistently make effective use of age-appropriate activities, such as singing songs to embed children's language skills. n Parents are delighted with the care their children receive. They feel that their children are very happy and have lots of fun while with the childminder. Parents

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need to do better?

comment on how much children have progressed since attending. They describe children as coming on in 'leaps and bounds'. n There are effective settling-in processes. The childminder spends time getting to know the children and their families. This means that she can plan effectively to meet their needs. Children quickly form strong attachments with her.

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need to do better?

10 October 2022 n The childminder can quickly identify gaps in children's knowledge and experience. For example, she makes regular trips to the library to ensure that all children have this experience and develop a love of books. She has also added more climbing equipment to her garden in response to children's needs. n Maths is skilfully introduced through daily activities, such as counting cups in the home corner. The childminder also models mathematical language and concepts. She used words such as 'taller' and 'shorter' as children use building blocks. Children then start to repeat these words independently. n The childminder is clear about what she wants the children to learn. Children are motivated and excited about the activities and free play. Even the youngest children can select their own resources and they show high levels of focus and concentration. n The childminder is a fantastic role model for children. She has high expectations

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need to do better?

for children's behaviour. Children are kind and polite. They can wait their turn and are heard saying 'please' and 'thank you'. They approach activities with a positive attitude and are persistent with activities that may challenge them. However, at times, the childminder does not fully support children to make relationships with their peers. n The childminder celebrates different cultures and backgrounds so that all children have a sense of belonging. She supports this by exposing children to different languages and trying different foods. n Children are well prepared for the next stage of their education. For example, they practise putting on uniform, and look at photographs of their new schools. The childminder works hard to ensure that children feel excited and positive about starting school. She shares key information with parents to pass on to new settings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an excellent knowledge of different types of abuse and the signs of these. She fully understands her role and responsibility in keeping children safe. She has clear and robust systems in place and is fully aware of the action to take if she is concerned about a child. There are effective risk assessments in place. Children are taught about keeping safe. For example, they are shown how to safely use knives to chop vegetables. Children play in a safe and secure environment and are closely supervised by the childminder. The childminder attends regular training to ensure that her knowledge is up to date.

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should:

n explore further opportunities to support children with language development

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should:

10 October 2022 n consider ways to further support children in developing relationships with their peers.

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Setting details

Unique reference number EY476203 Local authority Surrey Inspection number 10228894 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 4 Number of children on roll 11 Date of previous inspection 23 November 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Shepperton, Surrey. The childminder works full time throughout the year between 7.30am and 5.30pm. She is registered to provide overnight care. She has a relevant qualification.

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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 discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the interactions between the childminder and children. 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.

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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.

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Inspection activities

10 October 2022 10 October 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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