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

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The provision is good

Children are happy at this welcoming setting. They are confident to explore the playroom, which is filled with activities that capture their interest. The childminder takes time to get to know the children and their families. They form close relationships with him and seek him out for comfort and reassurance. This helps children to feel safe and secure. Children are excited to learn and explore. They make independent choices about what they would like to play with and investigate the toys available in a variety of different ways. The childminder encourages children to develop good communication and language skills. He talks to them about what they are doing, introducing new words and encouraging young children to repeat the words. He ensures that he gives children plenty of time to respond when asking questions.

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The provision is good

Children behave well. The childminder is a positive role model, who encourages good behaviour. For example, when children struggle to share a particular item, he expertly intervenes to model turn taking. Children learn how to share and take turns.

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need to do better?

n The childminder operates from his co-childminder's home. They plan experiences to enhance children's knowledge and skills. For example, children take part in outings, such as to the local park, nature trail and music classes. n Children behave well. The childminder is kind and fair in his approach. He is a positive role model for children and uses praise to promote positive behaviour. These experiences help children to meet with larger groups of children and develop confidence in social situations. n The childminder finds out from parents about children's individual routines, such as snack time and sleep time. However, at times, transitions can be a little chaotic, which means that some children have to wait a little too long for the childminder to help them down from a highchair or to find out what is happening next. This means that they do not receive the same amount of time as older children to engage in free play.

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need to do better?

n The childminder knows the children well and plans activities that are based on their interests and next stages of development. For example, he incorporates early mathematics by introducing numbers and colours into his planned activities. The childminder understands what he needs to do to help children move on to the next stage of their learning. n Children's communication and language development is well supported. The childminder understands the importance of providing children with good opportunities to hear new words and to widen their vocabulary. Children enjoy regular story and singing sessions. During activities, the childminder uses

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need to do better?

14 October 2022 repetition to reinforce key vocabulary. n Overall, children develop good physical skills. The childminder promotes physical development daily. Children have opportunities to practise climbing, sliding and running. However, he does not consistently challenge very young children to develop their walking skills as much as he could. This means that children miss out on opportunities to strengthen their newly acquired walking skills. n The childminder has good relationships with parents. Parents speak positively about the childminder and their children's experiences at the setting. The childminder gathers detailed information from parents about children's routines and interests when they start. Parents receive a detailed handover at the end of the day, to show how the children are developing. Parents feel very involved in the plans for their children's learning and work towards the same targets as the

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need to do better?

childminder at home. This helps to reinforce children's learning. n Children respond well to effective hygiene practices, which supports their understanding of staying healthy and becoming independent when using the toilet. Younger children are content during nappy changing routines. The childminder uses this as an opportunity to connect, teach and check in with children. n The childminder keeps his skills and knowledge up to date. For instance, he reads articles covering different aspects of early years matters. The childminder meets with other childminders to exchange ideas on good practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the safeguarding procedures for his local area and works in partnership with a co-childminder. He explains effectively how to identify whether a child is at risk of harm and how to protect children. The childminder has a good knowledge of 'Prevent' duty and other matters that may put children at risk. He has secure risk assessments and policies in place to keep children safe and encourages children to think about potential risks as they play. He knows the procedure to follow to report an allegation against him or a member of the household.

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should:

n review the organisation of times during the day when activities and routines change, such as snack time, so that children do not spend too long waiting n extend the opportunities for young children to build on their physical skills, in particular when developing their large muscles for walking.

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Setting details

Unique reference number 2583451 Local authority Surrey Inspection number 10251048 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 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in July 2020. He lives in Walton-on-Thames, Surrey. The childminder provides care for children Monday to Friday, between 7.45am and 5.45pm. The childminder works with a co-childminder. The childminder receives funding to provide free early education to children aged two, three and four years.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector spoke to parents during the inspection and took account of their feedback. n The inspector looked at children's records and a sample of other documentation.

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Inspection activities

14 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

14 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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