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 well cared for by the nurturing, experienced childminder. They form close attachments to her and demonstrate they are happy in her care. Children regularly check in with the childminder for a cuddle. Children understand and follow the routine in the setting. They behave well and are caring to their peers. Children are excited to see each other when they arrive. They form friendships and play alongside each other well. Children demonstrate a positive attitude to their play and learning. They make good progress in all areas of their development and are well supported by the childminder.

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The provision is good

Children spend plenty of time outside in the fresh air, practising their gross motor skills. For example, they ride around on scooters and bicycles. Children develop a good imagination. They pretend that they are driving their car with a purpose to the shop. Children learn how to keep themselves healthy and safe, for example when the childminder talks to them about the importance of washing the germs off their hands. Babies love to listen to the childminder and children singing. They bounce up and down excitedly with big smiles on their faces.

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need to do better?

n The childminder works well with her assistant to provide a curriculum that focuses on the children being well prepared for the next stage of their education. Together, they have created an ambitious curriculum. The childminder knows children well and has a good understanding of what they can already do. She uses this information to plan what they need to learn next. n The childminder has a range of resources for children that cover all areas of learning. However, she does not fully consider how to organise toys and resources in her environment, to support children to be independent and follow their own interests in their learning. This means that children are not able to make independent choices about what they play with. n The childminder expertly supports children's communication and language. She has a thorough understanding of strategies to develop children's vocabulary and she uses these consistently throughout her interactions. For example, she labels

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need to do better?

things using single words and repeats them to support children's understanding. n The childminder ensures that her mandatory training is kept up to date, including first aid and safeguarding. She coordinates the safeguarding training for the local childminders. However, the childminder does not consistently extend her professional development to support and further develop her good practice and understanding of how children learn. n The childminder and her co-childminder plan a variety of experiences for the children to enhance their learning. She takes them on regular outings in the local community and to places of interest, such as parks and farms. This helps to

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need to do better?

13 October 2022 broaden children's experiences and teach them about the world around them. n The childminder has a good understanding of how to sequence children's learning. She builds upon what children know and can do and what they have experienced. For example, when children spot a squirrel running through autumn leaves during a walk, the childminder plans a creative activity using leaves and a picture of a squirrel. During the activity, she reminds children of the walk they went on, which helps them to bring together the two experiences. n The childminder builds strong partnerships with parents. She has created a welcoming environment where parents are an important part of their children's learning journey. The childminder uses an online platform to share information with parents regularly. She gathers feedback from parents by sending out a questionnaire. This helps her to evaluate the service that she provides.

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need to do better?

n Children sit together at mealtimes, which are used as a social opportunity. The childminder sits with children, talking to them about what they are eating. Young children feed themselves independently, but the childminder is available to support them when needed. The childminder values each child as a unique individual and helps to nurture their character. She praises them regularly, which helps to build their confidence and self-esteem.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a full understanding of her role and responsibilities to safeguard children. She prioritises safeguarding and regularly refreshes her training to keep her knowledge up to date. She also supports her assistant well to ensure she knows the signs and symptoms that may indicate a child is at risk of harm. The childminder shows a good awareness of how to respond to a concern about a child and understands the local safeguarding procedures to follow. She knows what to do in the event an allegation is made about herself or her assistant. She ensures the premises are well maintained and clean.

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should:

n review the organisation of the environment, to allow children more opportunities to select resources independently and follow their own interests n extend professional development opportunities further to support and develop good practice and raise the quality of teaching.

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Setting details

Unique reference number EY305952 Local authority Surrey Inspection number 10258512 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 12 Number of children on roll 9 Date of previous inspection 8 October 2018

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Information about this early years setting

The childminder registered in 2005. She lives in Guildford, Surrey. The childminder cares for children from Monday to Thursday, from 7.30am until 5pm, for most of the year. She works with a co-childminder and has two registered assistants. The childminder holds a relevant qualification at level 3.

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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 that into account in their evaluation of the provider. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

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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

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

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