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 form strong bonds with the caring childminder. They explore the homely environment with confidence. Children develop friendships and are kind and respectful to one another. Older children act as positive role models and support their younger friends. Children behave well. They follow instructions and learn to take care of their environment, tidying away the toys before moving to a different activity. Children learn to share and play cooperatively with each other. They take turns when playing with superhero figures. The childminder reinforces consistent boundaries to encourage children to be polite to one another. For example, she asks children to repeat questions politely when they are asking for something.

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The provision is good

The childminder has high expectations for all children, and strives for children to make the best progress while in her care. She enhances children's learning through her interactions. For example, when children explore stacking toys, she encourages them to count each piece. Children listen attentively to familiar books and enjoy having props to support the storyline. They smile happily as they wiggle the caterpillar puppet on their finger. Children are shown how to care for animals and learn to be gentle around them. For example, they learn to carefully stroke the pet cat. Children demonstrate kindness and compassion when handling animals.

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need to do better?

n The childminder builds strong partnerships with parents. She shares in-depth information about children's progress with them regularly. Parents speak highly of the childminder. They say she goes 'above and beyond' to share information with them. Parents are confident that their children are happy and safe. n The childminder has developed an ambitious curriculum, focusing on children developing the skills they need to prepare them for the next stage in their education. She recognises that children need to feel happy, safe and secure in order to learn and, therefore, prides herself on ensuring children are settled in her care. n The childminder has a very good understanding of how to support children with special educational needs and/or disabilities (SEND). She works with parents and other professionals to implement effective strategies to help children flourish. For example, she uses visual cues to support children to express their

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need to do better?

preferences. The childminder meets with schools to share information. This helps to assist children as they move on to the next stage of their education. n The childminder evaluates her practice well. She is reflective following activities and competently identifies what worked well and what could be improved. She ensures her mandatory training is up to date and has completed additional training to support children with SEND. The childminder has identified that she would like to engage in further professional development opportunities to

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need to do better?

7 November 2022 broaden her knowledge even further. In particular, she plans to learn more about supporting early language development. n The childminder ensures that daily routines are learning opportunities for children. For example, during mealtimes, she talks to them about what they are eating, helping to build children's communication and language skills. The childminder teaches children how to keep themselves healthy, encouraging handwashing before eating and after nappy changes. n The childminder teaches children that we are all unique and to respect each other's differences and similarities. She uses her conversations with children to promote diversity and acceptance. The childminder plans activities relating to different festivals to help broaden the children's knowledge about cultures and religions different to their own. n Children benefit from a range of outings that teach them about the wider world.

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need to do better?

For example, they visit role-play centres to help develop their imagination. In addition, they go to local farms and toddler groups. These experiences give children further opportunities for socialisation. The childminder recognises the benefits to children spending time outside, exploring and being curious. Therefore, she ensures that children have access to the outdoors in all weathers. n The childminder is competent at planning activities to support children to meet their next steps. She clearly identifies what she wants children to learn. However, occasionally, when delivering activities, she does not implement all learning intentions to help build on children's knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands the important role she plays in safeguarding children. She knows the procedure to follow if an allegation is made against her or a member of her household. The childminder has a good understanding of a range of safeguarding issues, such as domestic abuse and radicalisation. She is confident in the process to follow to raise a concern about a child. The childminder ensures that her home is well maintained and hygienic. She supervises children well, even when they are sleeping.

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should:

n engage in targeted professional development opportunities, to develop even further knowledge and understanding of early language development n strengthen the delivery of some activities to include planned learning intentions, to help children make the best possible progress.

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Setting details

Unique reference number 2593696 Local authority Surrey Inspection number 10251319 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 3 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in Addlestone, Surrey. The childminder provides care Monday to Friday, from 8am to 5pm, for most of the year. The childminder receives funding to provide early education for two-, three- and four-year-olds.

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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 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 quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 November 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

7 November 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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