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 are very happy and settled in this welcoming setting. They form caring relationships and engage enthusiastically with the childminder as they play with the good range of resources inside and outdoors. This helps children feel safe and secure.

p.2

The provision is good

Children make connections as they learn. For example, they enthusiastically complete a large floor puzzle related to their favourite story, 'We're Going on a Bear Hunt'. Furthermore, children use describing words, such as 'swishy' and 'squelch', as they imaginatively recall the story while searching for a toy bear in the garden. This supports children's early literacy and helps them consolidate their learning.

p.2

The provision is good

Children explore various materials with interest and curiosity. For example, they develop their small muscles, as they pour flour and add water from various containers. Children use their hands to mix the ingredients to make play dough. The childminder introduces new words, such as 'kneading' and 'mixing'. This helps develop children's vocabulary.

p.2

The provision is good

The childminder warmly ensures children are given choices and feel listened to. Children enjoy helping each other. For example, they help each other tidy away before starting the next activity. Children are caring and behave well. This contributes to children's high levels of self-esteem.

p.2

need to do better?

n The childminder provides children with a broad curriculum based on the children's interests. She carefully considers what children need to learn next and plans activities to develop the knowledge and skills they need to support their future learning. n Children are supported as they develop their independence. For example, they manage their personal-care needs, and take their boots off after playing outside. The childminder encourages children to eat a balanced diet. However, she does not fully recognise opportunities to help children to understand the benefits and effects of healthy and unhealthy food on their bodies. n Children are kind and demonstrate a positive attitude to learning. They develop a real love of books and reading. Children listen intently as the childminder reads to them. The childminder reads in an animated way. She encourages children to find out about the world around them through books. For example, children find

p.2

need to do better?

out the different seasons and learn new words such as 'acorn' and 'worms'. This supports children's knowledge of the of the wider world. n Children learn good mathematical skills. For instance, they add containers and

p.2

need to do better?

13 October 2022 play dough to make the weighing scales tip. The childminder uses these opportunities to teach mathematical language, such as 'heavy' and 'light'. She introduces counting and numbers into the children's play. For example, children confidently count the number of acorns they find. n The childminder ensures children have daily fresh air and exercise. She takes them to the local toddler groups, where they can develop their social skills. The childminder provides children with a variety of opportunities to see the world around them. For instance, they visit places of natural beauty, such as national parks. n Children gain an understanding of their emotions. For example, the childminder talks to children about how the characters in stories are feeling. She teaches children the names of different feelings such as 'happy' and 'sad'. This supports children's understanding of emotions and well-being.

p.2

need to do better?

n Partnership with parents is strong. Parents are complimentary about the quality of care and education offered by the childminder. A good two-way flow of daily communication between the childminder and parents means children benefit from a consistent approach to their learning. Parents feel their children make good progress in their development. For instance, they comment on how their children have learned the names of different insects in the garden. n The childminder regularly reflects on her practice and is committed to the further development of her knowledge and skills. For example, she has attended training to help her to identify children with any children with special educational needs and/or disabilities. She works with her local authority advisor and watches useful webinars. This supports the continual improvement of her service.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues and is clear about her role and responsibilities to safeguard children. She knows the signs that indicate a child may be at risk of harm. The childminder understands the correct procedures to follow in the event of a concern about a child's welfare. She knows to contact the local authority designated officer in case of any allegation. The childminder makes visual risk assessments and supervises children closely, to keep them safe in her home and when they go on outings.

p.3

should:

n consider opportunities to consistently support and extend children's knowledge and understanding of the effect of healthy and unhealthy foods on their bodies.

p.3

Setting details

Unique reference number 2585654 Local authority Surrey Inspection number 10251121 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 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives Ashtead, Surrey. She operates all year round, from 8am to 5pm, Monday to Thursday, term time only.

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 this 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 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 observed the quality of education and discussed the childminder's practice. n The inspector spoke with children and parents and took account of their views.

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Inspection activities

13 October 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

13 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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